Science 5 by HInVl2Y

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									                                             Instructional Support

Unit 1   Science Practices: Understand Scientific Explanations
         Science Practices: Generate Scientific Evidence Through Active Investigations
         Science Practices: Reflect on Scientific Knowledge
         Science Practices: Participate Productively in Science
         Life Science: Organization and Development
         Life Science: Matter and Energy Transformations
Unit 2   Life Science: Interdependence
         Life Science: Evolution and Diversity
         Earth Systems Science: Properties of Earth Materials
         Earth Systems Science: Biogeochemical Cycles
         Earth Systems Science: Climate and Weather
         Earth Systems Science: History of Earth
         Earth Systems Science: Tectonics
Unit 3   Physical Science: Properties of Matter
         Physical Science: Changes in Matter
         Physical Science: Forces and Motion
Unit 4   Physical Science: Forms of Energy
         Physical Science: Energy Transfer and Conservation
         Earth Systems Science: Energy in Earth Systems
         Earth Systems Science: Objects in the Universe
                                                 Instructional Support

SUBJECT Science       Unit Title: Science Practices: Understand Scientific Explanations       Suggested          Suggested
Grade 5                                                                                       Timeline           Duration
                                                                                              ___                _2_ days
Big Ideas
 A. Understand Scientific Explanations : Students understand core concepts and principles of science and use
   measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed
   world.
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-
building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass
the knowledge and reasoning skills that students must acquire to be proficient in science.
   Student Learning          Standards         Suggested Student Experiences                 Suggested Resources / Materials
      Objectives             Addressed      Activities                                    Scott Foresman Science Grade 5
                         Demonstrate        Quick Activity Transparencies                 Exploring Science pp. xxii-xxv
                         understanding
Know the meaning of                         Directed Inquiry
                         and use
and how to: observe,     interrelationships Guided Inquiry                                Scott Foresman Science Grade 5
classify, estimate and   among central
                                            Activity Book                                 Science Tools pp. xxviii- xxxi
measure, infer, predict, scientific
make and use models, concepts to            Content Transparencies
make operational         revise                                                           Scott Foresman Science Grade 5
                         explanations and
definitions, collect                                                                      Using Scientific Methods for Science
                         to consider
data, interpret data,    alternative        Interdisciplinary Connections                 Inquiry pp. xxvi – xxvii
investigate and          explanations.      Non-Fiction Science Leveled Readers
experiment, identify     5.1.8.a.1
                                                                                          And for all experiments done using the
and control variables,                                                                    Activity Chart and Experiments from
and communicate          Use
                         mathematical,
                                            Assessments                                   the textbook. Also, Directed Inquiry
when exploring in
science.                    physical, and      Assessment Book                          and Guided Inquiry should be utilized
Utilize science tools:      computational                                               in the lessons developed.
                                               Graphic Organizer and Test Talk
                            tools to build
wind sock, wind                                Transparencies
                            conceptual-
direction indicator, rain   based models                                                http://www.discoveryeducation.com
gauge, telescope, hand      and to pose
lens, sieves, funnels,      theories.
                            5.1.8.a.2                                                   Every Student Learns Teacher’s Guide
Know how to use the
                            Use scientific
Scientific Methods for
                            principles and
Science Inquiry: ask        models to frame
questions, state            and synthesize
hypothesis, identify        scientific
and control variables,      arguments and
test hypothesis, collect    pose theories.
                            5.1.8.a.3
and record data,
interpret data, state
conclusion.




SUBJECT Science        Unit Title: Science Practices: Generate Scientific Evidence Through   Suggested         Suggested
Grade 5                Active Investigations                                                 Timeline          Duration
                                                                                             ___               _2_ days
Big Ideas
 B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical, physical,
   and computational tools that need to be applied when constructing and evaluating claims.
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-
building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass
the knowledge and reasoning skills that students must acquire to be proficient in science.
    Student Learning            Standards        Suggested Student Experiences               Suggested Resources / Materials
        Objectives              Addressed    Activities
Know the meaning of          Design          Quick Activity Transparencies             Scott Foresman Science Grade 5
and how to: observe,         investigations
                             and use         Directed Inquiry                          Exploring Science pp. xxii-xxv
classify, estimate and
                             scientific      Guided Inquiry
measure, infer, predict,     instrumentation
make and use models,                         Activity Book                             Scott Foresman Science Grade 5
                             to collect,
make operational             analyze, and    Content Transparencies                    Science Tools pp. xxviii- xxxi
definitions, collect data,   evaluate
interpret data,              evidence as
                             part of building
                                                                                       Scott Foresman Science Grade 5
investigate and                                  Interdisciplinary Connections
                             and revising                                              Using Scientific Methods for Science
experiment, identify         models and                                                Inquiry pp. xxvi – xxvii
                                                 Non-Fiction Science Leveled Readers
and control variables,       explanations.
and communicate when         5.1.8.b.1
exploring in science.                            Assessments
Utilize science tools:       Gather,                                                   And for all experiments done using the
                             evaluate, and       Assessment Book                       Activity Chart and Experiments from
wind sock, wind
                             represent           Graphic Organizer and Test Talk       the textbook. Also, Directed Inquiry
direction indicator, rain    evidence using
gauge, telescope, hand                           Transparencies                        and Guided Inquiry should be utilized
                             scientific tools,
lens, sieves, funnels,       technologies,                                             in the lessons developed.
                             and
Know how to use the          computational
                                                                                       http://www.discoveryeducation.com
                             strategies.
Scientific Methods for       5.1.8.b.2
Science Inquiry: ask
questions, state
hypothesis, identify and                                                               Every Student Learns Teacher’s Guide
control variables, test
hypothesis, collect and
record data, interpret
data, state conclusion.



SUBJECT Science        Unit Title: Science Practices: Reflect on Scientific Knowledge       Suggested          Suggested
Grade 5                                                                                     Timeline           Duration
                                                                                            ___                _2_ days
Big Ideas
 C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-
building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass
the knowledge and reasoning skills that students must acquire to be proficient in science.
    Student Learning           Standards         Suggested Student Experiences             Suggested Resources / Materials
        Objectives             Addressed     Activities                                 Scott Foresman Science Grade 5
Know the meaning of          Monitor one’s   Quick Activity Transparencies              Exploring Science pp. xxii-xxv
and how to: observe,         own thinking as
                             understandings Directed Inquiry
classify, estimate and
                             of scientific   Guided Inquiry                             Scott Foresman Science Grade 5
measure, infer, predict,     concepts are
make and use models,                         Activity Book                              Science Tools pp. xxviii- xxxi
                             refined.
make operational             5.1.8.c.1       Content Transparencies
definitions, collect data,                                                              Scott Foresman Science Grade 5
interpret data,              Revise
                             predictions or
                                                                                        Using Scientific Methods for Science
investigate and                                Interdisciplinary Connections            Inquiry pp. xxvi – xxvii
                             explanations on
experiment, identify         the basis of      Non-Fiction Science Leveled Readers
and control variables,       discovering new
                                                                                        http://www.discoveryeducation.com
and communicate when         evidence,
exploring in science.        learning new
                             information, or
                                               Assessments
Utilize science tools:                                                                  And for all experiments done using the
                             using models.     Assessment Book
wind sock, wind             5.1.8.c.2          Graphic Organizer and Test Talk              Activity Chart and Experiments from
direction indicator, rain                      Transparencies                               the textbook. Also, Directed Inquiry
                            Generate new
gauge, telescope, hand                                                                      and Guided Inquiry should be utilized
                            and productive
lens, sieves, funnels,      questions to                                                    in the lessons developed.
                            evaluate and
Know how to use the         refine core                                                     Every Student Learns Teacher’s Guide
Scientific Methods for      explanations.
Science Inquiry: ask        5.1.8.c.3
questions, state
hypothesis, identify and
control variables, test
hypothesis, collect and
record data, interpret
data, state conclusion.



SUBJECT Science        Unit Title: Science Practices: Participate Productively in Science       Suggested          Suggested
Grade 5                                                                                         Timeline           Duration
                                                                                                ___                _2_ days
Big Ideas
 D. Participate Productively in Science : The growth of scientific knowledge involves critique and communication, which
   aresocial practices that are governed by a core set of values and norms.
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-
building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass
the knowledge and reasoning skills that students must acquire to be proficient in science.
   Student Learning           Standards            Suggested Student Experiences               Suggested Resources / Materials
      Objectives              Addressed        Activities
Know the meaning of          Engage in           Quick Activity Transparencies         Scott Foresman Science Grade 5
and how to: observe,         multiple forms
                                                 Directed Inquiry                      pp. xii-xxv
                             of discussion in
classify, estimate and                           Guided Inquiry
                             order to
measure, infer, predict,     process, make       Activity Book                         Scott Foresman Science Grade 5
make and use models,         sense of, and
make operational             learn from          Content Transparencies                pp. xxvi-xxvii
definitions, collect data,   others’ ideas,
interpret data,              observations,                                             Scott Foresman Science Grade 5
                             and
investigate and                                  Interdisciplinary Connections         pp. xxviii-xxxi
                             experiences.
experiment, identify         5.1.8.d.1           Non-Fiction Science Leveled Readers   And for all experiments done using the
and control variables,                                                                 Activity Chart and Experiments from
and communicate when         Engage in
                                                                                       the textbook. Also, Directed Inquiry
exploring in science.        productive          Assessments
                             scientific                                                and Guided Inquiry should be utilized
Utilize science tools:                           Assessment Book                       in the lessons developed.
                             discussion
wind sock, wind
                             practices during    Graphic Organizer and Test Talk
direction indicator, rain    conversations       Transparencies                        http://www.discoveryeducation.com
gauge, telescope, hand       with peers,
lens, sieves, funnels,       both face-to-
                             face and                                                  Every Student Learns Teacher’s Guide
Know how to use the          virtually, in the
                             context of
Scientific Methods for       scientific
Science Inquiry: ask         investigations
questions, state             and model-
hypothesis, identify and     building.
control variables, test      5.1.8.d.2
hypothesis, collect and
record data, interpret
data, state conclusion.
SUBJECT Science          Unit Title: Physical Science: Properties of Matter                 Suggested          Suggested
Grade 5                                                                                     Timeline           Duration
                                                                                            ___                _15_ days
Big Ideas
 A. Properties of Matter : All objects and substances in the natural world are composed of matter. Matter has two
   fundamental properties: matter takes up space, and matter has inertia.
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems
science.
  Student Learning            Standards Addressed     Suggested Student Experiences        Suggested Resources / Materials
     Objectives             Determine the volume     Activities                         Scott Foresman Science Grade 5
                            of common objects
                                                     Quick Activity Transparencies      Chapter 11
                            using water
Chapter 11
                            displacement methods. Directed Inquiry
Understand that the         5.2.6.a.1                Guided Inquiry                     Scott Foresman Science Grade 5
weight of and object
is always equal to its      Calculate the density of Activity Book                      Chapter 12
parts.                      objects or substances    Content Transparencies
                            after determining                                           Scott Foresman Science Grade 5
                            volume and mass.
Determine that the                                                                      Chapter 13
                            5.2.6.a.2
properties of                                           Interdisciplinary Connections
materials can be            Determine the identity      Non-Fiction Science Leveled     And for all experiments done using the
compared and                of an unknown
                                                        Readers                         Activity Chart and Experiments from
measured.                   substance using data
                            about intrinsic                                             the textbook. Also, Directed Inquiry
                            properties. 5.2.6.a.3                                       and Guided Inquiry should be utilized
Know that materials                                     Assessments                     in the lessons developed.
may be made of parts Explain that all matter
                                                        Assessment Book
to small to be seen     is made of atoms, and     Graphic Organizer and Test Talk
without                 give examples of          Transparencies                    http://www.discoveryeducation.com
                        common elements.
magnification.
                        5.2.8.a.1
                                                                                    Every Student Learns Teacher’s Guide
Understand that         Analyze and explain
elements combine to     the implications of the
form molecules.         statement “all
                        substances are
                        composed of
Know the common
                        elements.” 5.2.8.a.2
properties of salts.
                        Use the kinetic
Know that matter is     molecular model to
conserved during        predict how solids,
heating and cooling.    liquids, and gases
                        would behave under
                        various physical
Know the difference     circumstances, such as
and similarities        heating or cooling.
between mixtures        5.2.8.a.3
and solutions.
                        Predict the physical
                        and chemical
Chapter 12              properties of elements
Know the difference     based on their
between physical and    positions on the
chemical changes.       Periodic Table.
                        5.2.8.a.4
Understands that
                        Identify unknown
changes is constantly   substances based on
occurring and uses      data regarding their
strategies to analyze   physical and chemical
different patterns of   properties.5.2.8.a.5
change.
                       Determine whether a
Know that materials    substance is a metal or
                       nonmetal through
made by chemically
                       student-designed
combining two or       investigations.5.2.8.a.6
more substances may
have properties that
differ from the
original materials.

Knows that different
materials can be
physically combined
to produce different
substances.

Know differences in
chemical properties
of substances are
used to identify
compounds.

Know that different
materials can be
physically combined
to produce different
substances.

Know differences in
chemical properties
of substances are
used to identify
compounds.

Knows areas in which
technology has
improved human
lives.

Knows that different
materials can be
physically combined
to produce different
substances.

Know that materials
made by chemically
combing in two or
more substances
have properties that
differ form the
original materials.

Know that materials
made by chemically
combining two or
more substances
have properties that
differ from the
original material.

Chapter 13
Understands that the
motion of an object
can be described and
measured.

Know that an object
may move in a
straight line at a
constant speed,
speed up, or slow
down, or change
direction dependent
on net force acting
on the object.

Know that objects do
not change their
motion unless acted
upon by an outside
force.

Know the
relationship between
the strength of a
force and its effect on
an object.

Understands how
friction affects an
object in motion.
Know that motion is
space is different
from motion on Earth
due to gravitational
force and friction.

Understand how
inertia, gravity,
friction, mass, and
force affect motion.

Know that the
motion of an object is
determined by the
overall effect of all of
the forces acting on
the object.

Know the
relationship between
the strength of a
force acting on the
object.

Know the
relationship between
the strength of a
force and its effect on
an object.

Understand the
relationship between
force and distance as
it relates to simple
machines.

Describes the
difference between
simple and complex
machines.




SUBJECT Science         Unit Title: Physical Science: Changes in Matter                    Suggested          Suggested
Grade 5                                                                                    Timeline           Duration
                                                                                           ___                _5_ days
Big Ideas
 B. Changes in Matter : Substances can undergo physical or chemical changes to form new substances. Each change
   involves energy.
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems
science.
   Student Learning            Standards           Suggested Student Experiences          Suggested Resources / Materials
      Objectives               Addressed       Activities
Chapter 12                  Compare the        Quick Activity Transparencies           Scott Foresman Science Grade 5
Know the difference         properties of
                            reactants with     Directed Inquiry                        Chapter 12
between physical and
chemical changes.        the properties    Guided Inquiry                        And for all experiments done using the
                         of the products                                         Activity Chart and Experiments from
                                           Activity Book
                         when two or
Understands that                           Content Transparencies                the textbook. Also, Directed Inquiry
                         more
changes is constantly    substances are                                          and Guided Inquiry should be utilized
occurring and uses       combined and                                            in the lessons developed.
strategies to analyze    react
different patterns of    chemically.       Interdisciplinary Connections
                         5.2.6.b.1
                                                                                 http://www.discoveryeducation.com
change.                                    Non-Fiction Science Leveled Readers
                         Explain, using                                          Every Student Learns Teacher’s Guide
Know that materials      an
made by chemically       understanding
                                           Assessments
combining two or more    of the concept    Assessment Book
substances may have      of chemical       Graphic Organizer and Test Talk
properties that differ   change, why
                                           Transparencies
                         the mass of
from the original
                         reactants and
materials.               the mass of
                         products
Knows that different     remain
materials can be         constant.
physically combined to   5.2.8.b.1
produce different
substances.

Know differences in
chemical properties of
substances are used to
identify compounds.

Know that different
materials can be
physically combined to
produce different
substances.

Know differences in
chemical properties of
substances are used to
identify compounds.

Knows areas in which
technology has
improved human lives.

Knows that different
materials can be
physically combined to
produce different
substances.

Know that materials
made by chemically
combing in two or more
substances have
properties that differ
form the original
materials.

Know that materials
made by chemically
combining two or more
substances have
properties that differ
from the original
material.




SUBJECT Science       Unit Title: Physical Science: Forms of Energy                        Suggested          Suggested
Grade 5                                                                                    Timeline           Duration
                                                                                           ___                _5_ days
Big Ideas
 C. Forms of Energy : Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is
   useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems
science.
   Student Learning          Standards         Suggested Student Experiences              Suggested Resources / Materials
      Objectives             Addressed     Activities
Chapter 14                Predict the path Quick Activity Transparencies               Scott Foresman Science Grade 5
Recognize various         of reflected or
                          refracted light  Directed Inquiry                            Chapter 14
forms of energy.
                          using reflecting Guided Inquiry
                          and refracting
Knows that energy can                      Activity Book                               And for all experiments done using the
                          telescopes as
be described as stored    examples.        Content Transparencies                      Activity Chart and Experiments from
energy or energy of       5.2.6.c.1                                                    the textbook. Also, Directed Inquiry
motion.                                                                                and Guided Inquiry should be utilized
                          Describe how to                                              in the lessons developed.
                          prisms can be   Interdisciplinary Connections
Recognize various         used to         Non-Fiction Science Leveled Readers
forms of energy.            demonstrate                                          http://www.discoveryeducation.com
                            that visible light
                            from the Sun is Assessments
Knows that waves                                                                 Every Student Learns Teacher’s Guide
                            made up of
travel at different                            Assessment Book
                            different colors.
speeds through              5.2.6.c.2          Graphic Organizer and Test Talk
different materials.                           Transparencies
                            Relate the
Know that most things       transfer of heat
                            from oceans
that emit light also emit
                            and land
heat.                       masses to the
                            evolution of a
Knows ways that heat        hurricane.
can move from one           5.2.6.c.3
object to another.

Know that some
materials conduct heat
better than others.

Knows ways that heat
can move from one
object another.

Know that some
materials conduct heat
better than others.

Understand that
convection, radiation,
and conduction are
methods of heat
transfer.




SUBJECT Science       Unit Title: Physical Science: Energy Transfer and Conservation       Suggested          Suggested
Grade 5                                                                                    Timeline           Duration
                                                                                           ___                _5_ days
Big Ideas
 D. Energy Transfer and Conservation : The conservation of energy can be demonstrated by keeping track of familiar
   forms of energy as they are transferred from one object to another.
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems
science.
   Student Learning          Standards           Suggested Student Experiences            Suggested Resources / Materials
       Objectives            Addressed       Activities
Chapter 15                Use simple         Quick Activity Transparencies             Scott Foresman Science Grade 5
Know how to trace the     circuits
                          involving          Directed Inquiry                          Chapter 15
flow of energy in a
                          batteries and      Guided Inquiry                            And for all experiments done using the
system.                   motors to
                                             Activity Book                             Activity Chart and Experiments from
                          compare and                                                  the textbook. Also, Directed Inquiry
Describe and identifies   predict the        Content Transparencies
                          current flow
                                                                                       and Guided Inquiry should be utilized
various conductors and
                          with different                                               in the lessons developed.
insulator.
                          circuit
                          arrangements.      Interdisciplinary Connections
Know how to trace the    5.2.6.d.1           Non-Fiction Science Leveled Readers   http://www.discoveryeducation.com
flow of energy in a
                         Relate the
system.                                                                            Every Student Learns Teacher’s Guide
                         kinetic and
                                             Assessments
                         potential
Know how to trace the    energies of a       Assessment Book
flow of energy in a      roller coaster at   Graphic Organizer and Test Talk
system.                  various points      Transparencies
                         on its path.
                         5.2.8.d.1
 Knows the many ways
in which energy can be
transformed from one
type to another.

Knows that various
forms of energy can be
measured in ways that
make it possible to
determine the amount
of energy that is
transformed.




SUBJECT Science      Unit Title: Physical Science: Forces and Motion                   Suggested         Suggested
Grade 5                                                                                Timeline          Duration
                                                                                       ___               _5_ days
Big Ideas
 E. Forces and Motion : It takes energy to change the motion of objects. The energy change is understood in terms of
   forces.
Standards
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems
science.
   Student Learning          Standards      Suggested Student Experiences                 Suggested Resources / Materials
      Objectives             Addressed  Activities
Chapter 13              Model and       Quick Activity Transparencies                  Scott Foresman Science Grade 5
                        explain how the
                        description of  Directed Inquiry                               Chapter 13
Understands that the
                        an object’s     Guided Inquiry                                 And for all experiments done using the
motion of an object can motion from
                                        Activity Book                                  Activity Chart and Experiments from
be described and        one observer’s
                                        Content Transparencies                         the textbook. Also, Directed Inquiry
measured.               view may be
                          different from a
                                                                                       and Guided Inquiry should be utilized
                          different                                                    in the lessons developed.
Know that an object
                          observer’s view
may move in a straight                       Interdisciplinary Connections
                          5.2.6.e.1
line at a constant                                                                     http://www.discoveryeducation.com
                                             Non-Fiction Science Leveled Readers
speed, speed up, or       Describe the
slow down, or change      force between                                                Every Student Learns Teacher’s Guide
direction dependent on    two magnets as
                          the distance
                                             Assessments
net force acting on the
                          between them       Assessment Book
object.
                          is changed.        Graphic Organizer and Test Talk
                          5.2.6.e.2
Know that objects do                         Transparencies
not change their          Demonstrate
motion unless acted       and explain the
upon by an outside        frictional force
                          acting on an
force.
                              object with the
Know the relationship         use of a
                              physical model.
between the strength
                              5.2.6.e.3
of a force and its effect
on an object.                 Predict if an
                              object will sink
Understands how               or float using
friction affects an           evidence and
                              reasoning.
object in motion.
                              5.2.6.e.3

Know that motion is
space is different from
motion on Earth due to
gravitational force and
friction.

Understand how
inertia, gravity, friction,
mass, and force affect
motion.

Know that the motion
of an object is
determined by the
overall effect of all of
the forces acting on the
object.

Know the relationship
between the strength
of a force acting on the
object.

Know the relationship
between the strength
of a force and its effect
on an object.

Understand the
relationship between
force and distance as it
relates to simple
machines.

Describes the
difference between
simple and complex
machines.


SUBJECT Science        Unit Title: Life Science: Organization and Development                Suggested          Suggested
Grade 5                                                                                      Timeline           Duration
                                                                                             ___                _10_ days
Big Ideas
 A. Organization and Development : Living organisms are composed of cellular units (structures) that carry out functions
   required for life. Cellular units are composed of molecules, which also carry out biological functions.
Standards
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that
govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
    Student Learning          Standards       Suggested Student Experiences            Suggested Resources / Materials
        Objectives            Addressed    Activities
Chapter 2                  Model the       Quick Activity Transparencies            Scott Foresman Science Grade 5
Describes the cell as      interdependence
                           of the human    Directed Inquiry                         Chapter 2
the basic unit of all
                           body’s major    Guided Inquiry
living things.             systems in
                                           Activity Book                            Scott Foresman Science Grade 5
                           regulating its
Describes the needs        internal        Content Transparencies                   Chapter 3
and functions of cells.    environment.                                             And for all experiments done using the
                           5.3.6.a.1                                                Activity Chart and Experiments from
Knows the parts of                            Interdisciplinary Connections         the textbook. Also, Directed Inquiry
                           Model and
plant and animal cells.    explain ways in                                          and Guided Inquiry should be utilized
                                              Non-Fiction Science Leveled Readers
                           which                                                    in the lessons developed.
Knows that living things   organelles work
are different but share    together to
                           meet the cell’s
                                              Assessments                           http://www.discoveryeducation.com
similar structures.
                           needs. 5.3.6.a.2   Assessment Book
Knows that similar cells                      Graphic Organizer and Test Talk       Every Student Learns Teacher’s Guide
                           Compare the
form different kinds of                       Transparencies
                           benefits and
structures.                limitations of
                           existing as a
Understands how body       single-celled
                           organism and as
systems interact.          a multicellular
                           organism.
Chapter 3                  5.3.8.a.1

Know that the human        Relate the
body is made of            structures of
                           cells, tissues,
systems with structures    organs, and
and functions that are     systems to their
related.                   functions in
                          supporting life.
Knows that the human      5.3.8.a.2
body is made of
systems with structures
and functions that are
related.

Understands how body
systems interact.

Knows that the human
body is made of system
with structures and
functions that are
related.

Understands how body
systems interact.




SUBJECT Science      Unit Title: Life Science: Matter and Energy Transformations        Suggested         Suggested
Grade 5                                                                                 Timeline          Duration
                                                                                        ___               15_ days
Big Ideas
 B. Matter and Energy Transformations : Food is required for energy and building cellular materials. Organisms in an
   ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.
Standards
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that
govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
    Student Learning          Standards           Suggested Student Experiences            Suggested Resources / Materials
       Objectives             Addressed       Activities
Chapter 4                   Describe the      Quick Activity Transparencies             Scott Foresman Science Grade 5
Understands how             sources of the
                            reactants of      Directed Inquiry                          Chapter 4
similar cells are
                            photosynthesis    Guided Inquiry
organized to form           and trace the
structures in plants and                      Activity Book                             Scott Foresman Science Grade 5
                            pathway to the
animals.                    products.         Content Transparencies                    Chapter 5
                            5.3.6.b.1
Know that green plants                                                                  Scott Foresman Science Grade 5
                            Illustrate the
use carbon dioxide,                           Interdisciplinary Connections
                            flow of energy                                              Chapter 6
water, and sunlight         (food) through    Non-Fiction Science Leveled Readers       And for all experiments done using the
energy to turn minerals     a community.
                                                                                        Activity Chart and Experiments from
and nutrients into food     5.3.6.b.2
                                                                                        the textbook. Also, Directed Inquiry
for growth,                                   Assessments
                            Relate the                                                  and Guided Inquiry should be utilized
maintenance, and
                            energy and       Assessment Book                            in the lessons developed.
reproduction.
                            nutritional      Graphic Organizer and Test Talk
                            needs of
Understand how similar                       Transparencies                             http://www.discoveryeducation.com
                            organisms in a
cells are organized to      variety of life
form structures in          stages and
                                                                                        Every Student Learns Teacher’s Guide
plants and animals.         situations,
                            including stages
                            of development
Uses magnifying tools       and periods of
to identify similar cells   maintenance.
and different kinds of      5.3.8.b.1
structures.
                            Analyze the
                           components of
Understands how            a consumer’s
                           diet and trace
similar cells are
                           them back to
organized to form          plants and
structures in plants and   plant products.
animals.                   5.3.8.b.2

Describes how seed-
bearing plants
reproduced.

Describes how plants
without seeds
reproduce.

Identifies factors that
affect plant growth.

Chapter 5

Know that variations in
light, water,
temperature, and soil
content are largely
responsible for the
existence of different
kinds of organisms and
population densities in
an ecosystem.

Identifies living and
non-living parts of an
ecosystem.

Describes
characteristics of land
biomes and gives
examples of plants and
animals that live in
each.

Explains how organisms
have adapted to the
physical conditions in
their biomes.

Describes
characteristics of water
biomes and gives
examples of plants and
animals that live in
each.

Compares and
contrasts relationships
between organisms in
an ecosystem.


Knows how to trace the
flow of energy in a
system.
Know that organisms
are growing, dying, and
decaying and that new
organisms are being
produced form the
material of dead
organisms.

Chapter 6
Understand how
changes in the
environment affect
organisms.

Know that many
characteristics of an
organism are inherited
from the genetic
ancestors of the
organism.

Knows that some
characteristics result
form the organism’s
interaction with the
environment.

Know that adaptations
to their environment
may increase the
survival of a species.

Understand how
changes in the
environment affect
organisms.

Knows that adaptations
to their environment
may increase the
survival of a species.




SUBJECT Science          Unit Title: Life Science: Interdependence                           Suggested          Suggested
Grade 5                                                                                      Timeline           Duration
                                                                                             ___                _10_ days
Big Ideas
 C. Interdependence : All animals and most plants depend on both other organisms and their environment to meet their
   basic needs.
Standards
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that
govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
   Student Learning             Standards           Suggested Student Experiences          Suggested Resources / Materials
      Objectives              Addressed   Activities
Chapter 5                  Explain the    Quick Activity Transparencies            Scott Foresman Science Grade 5
                           impact of
                                          Directed Inquiry                         Chapter 5
                           meeting human
Know that variations in                   Guided Inquiry
                           needs and
light, water,              wants on local Activity Book                            Scott Foresman Science Grade 5
temperature, and soil      and global
content are largely        environments.  Content Transparencies                   Chapter 6
responsible for the        5.3.6.c.1
existence of different                                                             And for all experiments done using the
                           Predict the
kinds of organisms and                       Interdisciplinary Connections         Activity Chart and Experiments from
                           impact that
population densities in    altering biotic   Non-Fiction Science Leveled Readers   the textbook. Also, Directed Inquiry
an ecosystem.              and abiotic                                             and Guided Inquiry should be utilized
                           factors has on                                          in the lessons developed.
Identifies living and      an ecosystem.     Assessments
non-living parts of an     5.3.6.c.2
                                             Assessment Book                       http://www.discoveryeducation.com
ecosystem.
                           Describe how      Graphic Organizer and Test Talk
                           one population    Transparencies
Describes                  of organisms
                                                                                   Every Student Learns Teacher’s Guide
characteristics of land    may affect
biomes and gives           other plants
examples of plants and     and/or animals
                           in an
animals that live in       ecosystem.
each.                      5.3.6.c.3

Explains how organisms
have adapted to the
physical conditions in
their biomes.

Describes
characteristics of water
biomes and gives
examples of plants and
animals that live in
each.

Compares and
contrasts relationships
between organisms in
an ecosystem.


Knows how to trace the
flow of energy in a
system.

Know that organisms
are growing, dying, and
decaying and that new
organisms are being
produced form the
material of dead
organisms.

Chapter 6
Understand how
changes in the
environment affect
organisms.

Know that many
characteristics of an
organism are inherited
from the genetic
ancestors of the
organism.

Knows that some
characteristics result
form the organism’s
interaction with the
environment.

Know that adaptations
to their environment
may increase the
survival of a species.

Understand how
changes in the
environment affect
organisms.

Knows that adaptations
to their environment
may increase the
survival of a species.




SUBJECT Science          Unit Title: Life Science: Evolution and Diversity   Suggested   Suggested
Grade 5                                                                      Timeline    Duration
                                                                                             ___                _5_ days
Big Ideas
 E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind provide advantages for
   surviving and reproducing in different environments. These selective differences may lead to dramatic changes in
   characteristics of organisms in a population over extremely long periods of time.
Standards
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that
govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
   Student Learning           Standards         Suggested Student Experiences              Suggested Resources / Materials
      Objectives              Addressed     Activities
                          Describe the      Quick Activity Transparencies               Scott Foresman Science Grade 5
Chapter 6                 impact on the
Understand how            survival of       Directed Inquiry                            Chapter 6
changes in the            species during    Guided Inquiry
environment affect        specific times in
                                            Activity Book                               And for all experiments done using the
                          geologic history
organisms.                when              Content Transparencies                      Activity Chart and Experiments from
                          environmental                                                 the textbook. Also, Directed Inquiry
Know that many            conditions                                                    and Guided Inquiry should be utilized
characteristics of an     changed.                                                      in the lessons developed.
organism are inherited    5.3.6.e.1           Interdisciplinary Connections
from the genetic                              Non-Fiction Science Leveled Readers
                                                                                        http://www.discoveryeducation.com
ancestors of the          Organize and
organism.                 present
                          evidence to         Assessments                               Every Student Learns Teacher’s Guide
                          show how the        Assessment Book
Knows that some           extinction of a
characteristics result    species is          Graphic Organizer and Test Talk
form the organism’s       related to an       Transparencies
interaction with the      inability to
environment.              adapt to
                          changing
Know that adaptations     environmental
                          conditions
to their environment
                          using
may increase the          quantitative
survival of a species.    and qualitative
                          data. 5.3.8.e.1
Understand how
changes in the            Compare the
environment affect        anatomical
organisms.                structures of a
                          living species
                          with fossil
Knows that adaptations    records to
to their environment      derive a line of
may increase the          descent
survival of a species. 5.3.8.e.2




SUBJECT Science      Unit Title: Earth Systems Science: Objects in the Universe            Suggested          Suggested
Grade 5                                                                                    Timeline           Duration
                                                                                           ___                10_ days
Big Ideas
 A. Objects in the Universe : Our universe has been expanding and evolving for 13.7 billion years under the influence of
   gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial
   bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same
   processes governed the formation of our solar system 4.6 billion years ago.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
  Student Learning       Standards Addressed   Suggested Student Experiences         Suggested Resources / Materials
     Objectives         Generate and analyze Activities
Chapter 16              evidence (through
                                              Quick Activity Transparencies        Scott Foresman Science Grade 5
                        simulations) that the
                        Sun’s apparent        Directed Inquiry                     Chapter 16
Knows that natural      motion across the sky Guided Inquiry                       Scott Foresman Science Grade 5
events are often        changes over the
                                              Activity Book                        Chapter 17
predictable and         course of a year.
logical.                5.4.6.a.1             Content Transparencies
                                                                                   And for all experiments done using the
                        Construct and                                              Activity Chart and Experiments from
Identifies structures
                        evaluate models
ancient people built                                                               the textbook. Also, Directed Inquiry
                        demonstrating the        Interdisciplinary Connections
to show the             rotation of Earth on                                       and Guided Inquiry should be utilized
                                                 Non-Fiction Science Leveled
importance of the       its axis and the orbit                                     in the lessons developed.
                                                 Readers
movements of the        of Earth around the
Sun, Moon, and stars    Sun. 5.4.6.a.2
                                                                                   http://www.discoveryeducation.com
for their culture.                               Assessments
                        Predict what would
                        happen to an orbiting    Assessment Book                   Every Student Learns Teacher’s Guide
Identifies equipment    object if gravity were
and instruments that    increased, decreased,    Graphic Organizer and Test Talk
were used to explore    or taken away.           Transparencies
the universe,           5.4.6.a.3
including early         Compare and contrast
telescopes.             the major physical
                        characteristics
Describes the           (including size and
characteristics of      scale) of solar system
stars, including the    objects using
                        evidence in the form
Sun.                    of data tables and
                        photographs.5.4.6.a.4
Know that natural
events are often
predictable and
logical.

Know that in addition
to the Sun, there are
many more stars that
are far away.

Identifies different
types of galaxies.
Know that natural
events are often
predictable and
logical.

Explain the apparent
motion of the stars in
the sky.


Chapter 17
Know that the tilt of
the Earth on its own
axis as it rotates and
revolves around the
Sun causes changes in
season, length of day,
and energy available.

Know that the angle
that the rays of the
Sun strike the surface
of the Earth
determines the
amount of energy
received and thus the
season of the year.

Know the effect of the
tilt of the Earth on
polar climates.

Know that the planets
differ in size,
characteristics, and
composition and that
they orbit the Sun in
our Solar System.

Describe the parts of
a comet.

Know the
arrangement of the
planets and the
asteroid belt in our
Solar System.

Describe the features
of the Moon.

Know the relative
positions of the
Moon, Earth, and Sun
during each of the
phases of the Moon.

Understand the role
of the relative
positions of the Sun
and Moon on Earth’s
tides.
SUBJECT Science           Unit Title: Earth Systems Science: History of Earth              Suggested          Suggested
Grade 5                                                                                    Timeline           Duration
                                                                                           ___                10_ days
Big Ideas
 B. History of Earth : From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result
   of geologic, biological, physical, and chemical processes.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
   Student Learning              Standards         Suggested Student Experiences          Suggested Resources / Materials
      Objectives                 Addressed     Activities
Chapter 9                     Interpret a      Quick Activity Transparencies           Scott Foresman Science Grade 5
                              representation
                                               Directed Inquiry                        Chapter 9
                              of a rock layer
Describe Earth’s layers.
                              sequence to      Guided Inquiry
                              establish oldest                                         Scott Foresman Science Grade 5
Understand that                                Activity Book
                              and youngest
geological features           layers, geologic Content Transparencies                  Chapter 10
result from movement          events, and
of the crust of the           changing life                                            And for all experiments done using the
                              forms 5.4.6.b.1
Earth.                                           Interdisciplinary Connections         Activity Chart and Experiments from
                              Examine            Non-Fiction Science Leveled Readers   the textbook. Also, Directed Inquiry
Understand how the            Earth’s surface                                          and Guided Inquiry should be utilized
surface of the Earth is       features and                                             in the lessons developed.
shaped by both slow           identify those
                              created on a
                                                 Assessments
processes and rapid,                                                                   http://www.discoveryeducation.com
                              scale of human     Assessment Book
cataclysmic events.
                              life or on a       Graphic Organizer and Test Talk
                              geologic time
Understand how                                   Transparencies                        Every Student Learns Teacher’s Guide
                              scale. 5.4.6.b.2
eroded materials are
transported and            Determine if
deposited over time in     landforms were
                           created by
new areas to form new
                           processes of
features.                  erosion (e.g.,
                           wind, water,
Describe characteristics   and/or ice)
used to identify           based on
minerals.                  evidence in
                           pictures, video,
                           and/or maps.
Describe characteristics   5.4.6.b.3
used to identify
minerals.                Describe
                           methods people
Explain the rock cycle     use to reduce
                           soil erosion.
and how it can be used
                           5.4.6.b.4
to determine the
relative ages of rocks.

Know that rocks are
constantly being
formed and worn away.

Chapter 10
Identify resources as
being renewable or
nonrenewable.

Recognize the costs by
use of nonrenewable
energy.
Know that the limited
supply of usable energy
sources places great
significance on the
development of
renewable energy
source.

Understand that wind is
an example of a
renewable energy
resource.

Understand that water
is an example of a
renewable energy
resource.

Describe materials
taken from the Earth.

Investigate ways Earth’s
renewable resources
can be maintained.

Extends and refines
knowledge of ways
people can reuse, cycle,
and reduce the use of
resources to improve
and protect the quality
of life.

Describe a variety of
sources for producing
different forms energy.




SUBJECT Science       Unit Title: Earth Systems Science: Properties of Earth Materials       Suggested         Suggested
Grade 5                                                                                      Timeline          Duration
                                                                                             ___               10_ days
Big Ideas
 C. Properties of Earth Materials : Earth’s composition is unique, is related to the origin of our solar system, and provides
   us with the raw resources needed to sustain life.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
   Student Learning          Standards           Suggested Student Experiences              Suggested Resources / Materials
      Objectives             Addressed       Activities                                  Scott Foresman Science Grade 5
Chapter 5                 Predict the        Quick Activity Transparencies               Chapter 5
                          types of
                          ecosystems         Directed Inquiry
Know that variations in                                                                  Scott Foresman Science Grade 5
                          that unknown       Guided Inquiry
light, water,             soil samples                                                   Chapter 6
temperature, and soil                        Activity Book
                          could support
content are largely       based on soil      Content Transparencies
responsible for the       properties.                                                    And for all experiments done using the
                          5.4.6.c.1                                                      Activity Chart and Experiments from
existence of different                                                               the textbook. Also, Directed Inquiry
kinds of organisms and     Distinguish                                               and Guided Inquiry should be utilized
                           physical
population densities in                        Interdisciplinary Connections         in the lessons developed.
                           properties of
an ecosystem.              sedimentary,        Non-Fiction Science Leveled Readers
                           igneous, or                                               http://www.discoveryeducation.com
Identifies living and      metamorphic
non-living parts of an     rocks and
                                               Assessments
ecosystem.                 explain how                                               Every Student Learns Teacher’s Guide
                           one kind of         Assessment Book
                           rock could          Graphic Organizer and Test Talk
Describes                  eventually
characteristics of land                        Transparencies
                           become a
biomes and gives           different kind of
examples of plants and     rock.
animals that live in       5.4.6.c.2
each.
                           Deduce the
                           story of the
Explains how organisms     tectonic
have adapted to the        conditions and
physical conditions in     erosion forces
their biomes.              that created
                           sample rocks or
                           rock
Describes                  formations.
characteristics of water   5.4.6.c.3
biomes and gives
examples of plants and
animals that live in
each.

Compares and
contrasts relationships
between organisms in
an ecosystem.


Knows how to trace the
flow of energy in a
system.

Know that organisms
are growing, dying, and
decaying and that new
organisms are being
produced form the
material of dead
organisms.

Chapter 6
Understand how
changes in the
environment affect
organisms.

Know that many
characteristics of an
organism are inherited
from the genetic
ancestors of the
organism.

Knows that some
characteristics result
form the organism’s
interaction with the
environment.

Know that adaptations
to their environment
may increase the
survival of a species.

Understand how
changes in the
environment affect
organisms.

Knows that adaptations
to their environment
may increase the
survival of a species.




SUBJECT Science        Unit Title: Earth Systems Science: Tectonics                      Suggested          Suggested
Grade 5                                                                                  Timeline           Duration
                                                                                         ___                _5_ days
Big Ideas
 D. Tectonics : The theory of plate tectonics provides a framework for understanding the dynamic processes within and on
   Earth.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
  Student Learning            Standards            Suggested Student Experiences      Suggested Resources / Materials
     Objectives               Addressed         Activities                         Scott Foresman Science Grade 5
Chapter 9                Apply                  Quick Activity Transparencies      Chapter 9
                         understanding of
                                                Directed Inquiry
Describe Earth’s layers. the motion of                                             And for all experiments done using the
                         lithospheric plates    Guided Inquiry
                         to explain why the                                        Activity Chart and Experiments from
Understand that                                 Activity Book
                         Pacific Rim is                                            the textbook. Also, Directed Inquiry
geological features      referred to as the     Content Transparencies
                                                                                   and Guided Inquiry should be utilized
result from movement Ring of Fire.                                                 in the lessons developed.
of the crust of the      5.4.6.d.1
Earth.                                          Interdisciplinary Connections
                          Locate areas that                                         http://www.discoveryeducation.com
                          are being created     Non-Fiction Science Leveled Readers
Understand how the
                          (deposition) and
surface of the Earth is   destroyed                                                Every Student Learns Teacher’s Guide
shaped by both slow       (erosion) using       Assessments
processes and rapid,      maps and satellite
                                                Assessment Book
cataclysmic events.       images. 5.4.6.d.2
                                                Graphic Organizer and Test Talk
Understand how            Apply knowledge       Transparencies
eroded materials are      of Earth’s
transported and           magnetic fields to
                          successfully
deposited over time in    complete an
new areas to form new     orienteering
features.                 challenge.5.4.6.d.3

Describe                  Model the
characteristics used to   interactions
identify minerals.        between the layers
                          of Earth. 5.4.8.d.1
Describe
characteristics used to   Present evidence
identify minerals.        to support
                          arguments for the
                          theory of plate
Explain the rock cycle
                          motion. 5.4.8.d.2
and how it can be used
to determine the
relative ages of rocks.

Know that rocks are
constantly being
formed and worn
away.




SUBJECT Science       Unit Title: Earth Systems Science: Energy in Earth Systems         Suggested          Suggested
Grade 5                                                                                  Timeline           Duration
                                                                                         ___                _5__ days
Big Ideas
 E. Energy in Earth Systems : Internal and external sources of energy drive Earth systems.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
   Student Learning          Standards            Suggested Student Experiences         Suggested Resources / Materials
      Objectives             Addressed        Activities                             Scott Foresman Science Grade 5
Chapter 14                Generate a          Quick Activity Transparencies          Chapter 14
Recognize various         conclusion
                          about energy        Directed Inquiry
forms of energy.                                                                     And for all experiments done using the
                          transfer and        Guided Inquiry
                          circulation by                                             Activity Chart and Experiments from
Knows that energy can                         Activity Book
                          observing a                                                the textbook. Also, Directed Inquiry
be described as stored      model of           Content Transparencies                and Guided Inquiry should be utilized
energy or energy of         convection                                               in the lessons developed.
                            currents.
motion.
                            5.4.6.e.1
                                               Interdisciplinary Connections         http://www.discoveryeducation.com
Recognize various
                            Explain how        Non-Fiction Science Leveled Readers
forms of energy.            energy from                                              Every Student Learns Teacher’s Guide
                            the Sun is
Knows that waves            transformed or
                                               Assessments
travel at different         transferred in
speeds through              global wind        Assessment Book
different materials.        circulation,       Graphic Organizer and Test Talk
                            ocean              Transparencies
                            circulation, and
Know that most things       the water cycle.
that emit light also emit   5.4.8.e.1
heat.

Knows ways that heat
can move from one
object to another.

Know that some
materials conduct heat
better than others.

Knows ways that heat
can move from one
object another.

Know that some
materials conduct heat
better than others.
Understand that
convection, radiation,
and conduction are
methods of heat
transfer.




SUBJECT Science      Unit Title: Earth Systems Science: Climate and Weather              Suggested          Suggested
Grade 5                                                                                  Timeline           Duration
                                                                                         ___                _10__ days
Big Ideas
 F. Climate and Weather : Earth’s weather and climate systems are the result of complex interactions between land,
   ocean, ice, and atmosphere.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
    Student Learning         Standards          Suggested Student Experiences           Suggested Resources / Materials
       Objectives            Addressed       Activities                              Scott Foresman Science Grade 5
Chapter 8                 Explain the        Quick Activity Transparencies           Chapter 8
Describe how air          interrelationships
                          between daily      Directed Inquiry
pressure relates to                                                                  Scott Foresman Science Grade 5
                          temperature, air Guided Inquiry
altitude, convection      pressure, and
                                             Activity Book                           Chapter 9
currents, and the water   relative humidity
cycle.                    data.5.4.6.f.1     Content Transparencies
                                                                                     And for all experiments done using the
Explain what happens      Create                                                     Activity Chart and Experiments from
when air masses meet.     climatographs                                              the textbook. Also, Directed Inquiry
                           for various                                              and Guided Inquiry should be utilized
                           locations around   Interdisciplinary Connections
Compare and contrast                                                                in the lessons developed.
                           Earth and          Non-Fiction Science Leveled Readers
causes and structure of
                           categorize the
types of severe            climate based on                                         http://www.discoveryeducation.com
weather.                   the yearly
                                              Assessments
                           patterns of
Explain how weather        temperature and    Assessment Book                       Every Student Learns Teacher’s Guide
data is collected and      precipitation.     Graphic Organizer and Test Talk
                           5.4.6.f.2          Transparencies
analyzed.

Know that natural
events are often
predictable and logical.

Compares and
contrasts weather and
climate.

Explain how climates
have changed over
time.

Chapter 9

Describe Earth’s layers.

Understand that
geological features
result from movement
of the crust of the
Earth.
Understand how the
surface of the Earth is
shaped by both slow
processes and rapid,
cataclysmic events.

Understand how
eroded materials are
transported and
deposited over time in
new areas to form new
features.

Describe characteristics
used to identify
minerals.

Describe characteristics
used to identify
minerals.

Explain the rock cycle
and how it can be used
to determine the
relative ages of rocks.

Know that rocks are
constantly being
formed and worn
away.
SUBJECT Science          Unit Title: Earth Systems Science: Biogeochemical Cycles         Suggested         Suggested
Grade 5                                                                                   Timeline          Duration
                                                                                          ___               _10__ days
Big Ideas
 G. Biogeochemical Cycles : The biogeochemical cycles in the Earth systems include the flow of microscopic and
   macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are
   driven by Earth's internal and external sources of energy, and are impacted by human activity.
Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
   Student Learning             Standards          Suggested Student Experiences         Suggested Resources / Materials
      Objectives                Addressed      Activities                             Scott Foresman Science Grade 5
Chapter 5                    Illustrate global Quick Activity Transparencies          Chapter 5
                             winds and
                             surface           Directed Inquiry
Know that variations in                                                               Scott Foresman Science Grade 5
                             currents          Guided Inquiry
light, water,                through the
                                               Activity Book                          Chapter 6
temperature, and soil        creation of a
content are largely          world map of      Content Transparencies
responsible for the          global winds                                             And for all experiments done using the
existence of different       and currents                                             Activity Chart and Experiments from
                             that explains                                            the textbook. Also, Directed Inquiry
kinds of organisms and                          Interdisciplinary Connections
                             the relationship
population densities in                                                               and Guided Inquiry should be utilized
                             between the        Non-Fiction Science Leveled Readers
an ecosystem.                two factors.                                             in the lessons developed.
                             5.4.6.g.1
Identifies living and                           Assessments                           http://www.discoveryeducation.com
non-living parts of an       Create a model
ecosystem.                 of ecosystems      Assessment Book
                           in two different
                                              Graphic Organizer and Test Talk   Every Student Learns Teacher’s Guide
                           locations, and
Describes                                     Transparencies
                           compare and
characteristics of land    contrast the
biomes and gives           living and
examples of plants and     nonliving
animals that live in       components.
each.                      5.4.6.g.2


Explains how organisms     Describe ways
have adapted to the        that humans
                           can improve
physical conditions in     the health of
their biomes.              ecosystems
                           around the
Describes                  world.5.4.6.g.3
characteristics of water
biomes and gives
examples of plants and
animals that live in
each.

Compares and
contrasts relationships
between organisms in
an ecosystem.


Knows how to trace the
flow of energy in a
system.
Know that organisms
are growing, dying, and
decaying and that new
organisms are being
produced form the
material of dead
organisms.

Chapter 6
Understand how
changes in the
environment affect
organisms.

Know that many
characteristics of an
organism are inherited
from the genetic
ancestors of the
organism.

Knows that some
characteristics result
form the organism’s
interaction with the
environment.

Know that adaptations
to their environment
may increase the
survival of a species.
Understand how
changes in the
environment affect
organisms.

Knows that adaptations
to their environment
may increase the
survival of a species.

								
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