5th Grade Science Maps revised


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5th Grade Science Maps revised

  1. 1. 5th 5th Grade Science Curriculum Map IntroductionThis document contains all mandated Arizona state standards for 5th grade science. The standards have been organized into units and clusters. Theunits represent the major domain or field of scientific study under which the identified standards fall. The cluster represents the collection of similarconcepts within the larger domain. Within these units and clusters the performance objectives have been sequenced to represent a logical progressionof the content knowledge. It is expected that all teachers follow the sequence of units and clusters as described in the following document anddesignated by their A or B group. OrganizationApproximate TimeApproximate times are based on a 60-minute instructional session for grades 6-8 and a 30-minute instructional session for grades 4 and 5. Allunits and clusters must be taught prior to the spring district assessments.Essential QuestionsEssential Questions are to be posed to the students at the beginning of the cluster and revisited throughout the cluster. They are designed to facilitateconceptual development of the content and can be used as a tool for making connections, higher order thinking and inquiry. The students should beable to answer these on their own by the end of the cluster.Big IdeasBig Ideas are the essential understandings that are critical for students’ learning. These are the enduring understandings we want students to carrywith them from grade level to grade level. Answering the Essential Questions is indicative of a student mastering the Big Idea, however they are notalways synonymous. Thus, in cases that the answer to the Essential Question does not include all components of the Big Idea, the Big Idea (for teacheruse) has been provided in italics.Common MisconceptionsThese are common misunderstandings students bring to the learning process. Being aware of such misconceptions allows us to plan for them duringinstruction.Content and Skill/Process StandardsThis document has been organized by content standards and skill or process standard. The content standards are those that represent knowledgespecific to the scientific domain outlined in the unit (strands 4-6). The skill/process standards represent the skills involved in scientific inquiry, scientifichabits of mind and/or scientific advancements and opportunities (strands 1-3). The content and skill/process standards have been paired to representpossible combinations of performance objectives from strands 1-3 with performance objectives from strands 4-6. As described in the Arizona statestandards, strands 1-3 are not intended to be taught in isolation; thus, the pairing of these performance objectives provides a possible context forteaching these performance objectives. Each time, the performance objective should be taught to a deeper level of understanding and/or should beconnected to the other performance objectives in the cluster.8/13/12 1 Isaac Elementary School District
  2. 2. 5thCommon Core/Cross CurricularThe standards in the Common Core/Cross Curricular column represent possible reading, writing, math and language standards that can be reinforcedor taught through the science standards with which they are paired. These standards will be added as the Common Core curriculum is developed for4th-8th grade.PriorityWith input from grade level teachers, standards have been prioritized in two ways. The content standards have been prioritized using a three-pointscale. Essential standards represent those that are heavily weighted on state/national exams, foundational, and/or applicable in multiple contexts.Important standards are those that are applicable in many contexts and less heavily weighted on state/national exams. Useful standards are thosewith the least weight on state/national exams and are likely only useful in a specific scientific context. This is denoted in the priority column with thecodes E (essential), I (important) and U (useful). This label applies to the content standards only. The skill/process standards that are a priority forthis grade level are highlighted in blue and are expected to be mastered at this grade level.Key VocabularyThe key vocabulary that should be taught for each of the performance objectives is listed under key vocabulary. These vocabulary words are codedas tier one (1), tier two (2) or tier three (3). Tier one words are those that are very common and should not be explicitly taught. Tier two words arehigh utility words that can be used across content areas or contexts. Tier three words are content specific words.ResourcesThe two types of resources listed are the Lab/Activity resources and the Web/Core Resources. All are suggestions that teachers may use to supportinstruction. They are aligned to the performance objectives listed in the same row. The Web Resources are useful Internet links that can be used forthe teacher’s edification prior to instruction or as a tool during instruction. The core resources are suggested pages from the adopted texts. Similarly,the Lab/Activity resources are possible labs or activities that support the performance objectives with which they are paired.Unit/Cluster ProjectThe Unit/Cluster Projects are possible projects that teachers can use to support students in making connections, critical thinking, higher order thinking,and/or spiraling curriculum. Unit projects support standards from all clusters within a unit while cluster project support the standards in a particularcluster. While it is not required that a teacher do a project with every unit or cluster these resources will support project-based instruction andpractice should the teacher choose to implement them.AssessmentThe assessment section of the map has been left blank for teachers to plan the dates that they will give a formative assessment for the cluster. It isexpected that each cluster be assessed using a common formative assessment.8/13/12 2 Isaac Elementary School District
  3. 3. 5thOtherPerformance objectives may appear more than once. Each time they should be taught within the context of the cluster and/or revisited to a deeperlevel of knowledge. Underlined segments of a PO indicate an additional piece of the PO that was likely not covered in previous clusters. [Brackets]will occasionally appear though out the document and indicate clarification of the PO. Bracketed information is not a part of the PO itself. Unit: Ecology Cluster: Environmental Impact Approximate Time: 20 days8/13/12 3 Isaac Elementary School District
  4. 4. 5th Essential Questions Big Ideas  How do humans impact the environment?  Everything humans do impacts the environment in one way or another. Most significantly, human behavior has led to global warming.  How does the environment impact humans?  The environment impacts all aspects of human life. Especially when there is a significant environmental event, people are affected. For example, inclement weather and limited natural resources all pose regular challenges to humans by the environment.  What can people do to change or modify the way that the  People can reduce, reuse, and recycle as well as limit environment impacts them? their consumption of natural resources. They can also prepare their homes with supplies and emergency plans in case of floods, etc.8/13/12 4 Isaac Elementary School District
  5. 5. 5th Priority Knowledge/Content Skill/Process Common Key Resources Core/Cross Vocabulary Lab/Activity Web & Core Curricular E S3:C1:PO1 Explain the impacts of (2) impact Unit B: Systems and Interactions in natural hazards on habitats (e.g., (2) natural Nature global warming, floods, asteroid or hazard Chapter 4: Lessons 1-4 large meteor impacts) (2) habitat Pg. B88-B115 (2) environment (2) global http://earthobservatory.nas.gov/ warming naturalhazards (1) flood (3) asteroid (3) meteor E S3:C1:PO2 Propose a solution, S2:C2:PO5 Describe (2) propose resource, or product that addresses a qualities of the (2) solution specific human, animal or habitat scientists’ habits of (2) resource need AND mind (e.g., openness, (2) skepticism skepticism, integrity, (2) collaboration U S3:C2:PO3 Design and construct a tolerance) technological solution to a common problem or need using common S2:C2:PO4 materials Compare collaborative approaches that scientists use for investigations (e.g., teams, individual with peer review) E S3:C1:PO3 Evaluate the possible (2) strength Unit C: Processes that Change strengths and weaknesses of a (2) weakness Earth proposed solution to a specific (2) relevant Chapter 1: Lessons 1-3 problem relevant to human, animal, Pg. C2-C25 or habitat needs http://epa.gov/climatechange/ kids/version2.html I S3:C2:PO1 Describe the relationship (2) relationship between science and technology (2) related Cluster Project: Assessment:8/13/12 5 Isaac Elementary School District
  6. 6. 5th Unit: Matter Cluster: Properties and Changes in Matter Approximate Time: 15 days8/13/12 6 Isaac Elementary School District
  7. 7. 5th Essential Questions Big Ideas  What is everything in the world made of?  Matter!  What is matter?  Matter is anything that has mass and takes up space (volume); no matter how large or small.  Did you know that we eat and drink elements and mixtures all the  The difference between a compound and a mixture is time? What are two examples of elements that we eat or drink two or more things together (it can be separated) but a and two examples of mixtures that we eat or drink? compound is one substance (it cannot be separated). We eat many compounds including salt (NaCl) and water (H2O). We eat mixtures like salad dressing, fruit salad,  Ice melting, paper being torn, cookies baking and gas burning to Kool-Aid, and soups. make the car run are all changes in matter. Which changes are similar and which are different. What is the difference between  The difference between a chemical and a physical them? change is that during a chemical change something new is created but during a physical change the matter is still the same substance in a new size, shape, or color. Melting ice and tearing paper are physical changes but cookies baking and fuel burning are chemical changes.8/13/12 7 Isaac Elementary School District
  8. 8. 5th Priority Knowledge/Content Skill/Process Cross Key Resources Curricular Vocabulary Lab/Activity Web & Core E S5:C1:PO1 Identify that matter is (2) matter Unit E: Building Blocks of made of smaller units called (3) molecule Matter  molecules (e.g., H20, CO2) (2) atom Chapter 1: Lesson 1  atoms (e.g. H, N, Na) Pg. E12-E27 E S5:C1:PO2 Distinguish between S1:C1:PO1 (2) distinguish Mixture Stations Unit E: Building Blocks of mixtures and compounds Formulate a relevant (2) mixture Matter question through (3) compound Chapter 1: Lesson 1 and 2 observations that can (2) scale Pg. E34-E43 be tested by an (2) balance investigation (2) mass (2) weight S1:C2:PO1 (2) metric Demonstrate safe (2) U.S. behavior and customary appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry S1:C2:PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary) E S5:C1:PO3 Describe changes of S1:C1:PO2 (2) physical Unit E: Building Blocks of matter: Formulate change Matter  physical – cutting wood, predictions in the (2) chemical Chapter 1: Lessons 1-3 ripping paper, freezing realm of science change Pg. E12-E27 water based on observed  chemical – burning of cause and effect wood, rusting of iron, milk relationships turning sour S1:C1:PO3 Locate information (e.g., book, article, website) related to an investigation S1:C3:PO1 Analyze8/13/12 8 Isaac Elementary School District
  9. 9. 5th data obtained in a scientific investigation to identify trends and form conclusions Cluster Project: Assessment: Unit: Physics Cluster: Motion and Forces Approximate Time: 25 days8/13/12 9 Isaac Elementary School District
  10. 10. 5th Essential Questions Big Ideas  What is the cause of all motion and the sometimes the cause of  Forces change motion. stopping motion? Forces cause all motion. When the force is great enough, they can also stop motion.  If a ball rolled down a hill and nothing touched it once it started  Friction is a force caused by gravity. moving, what would eventually happen? What would happen if The ball would roll for a while but eventually stop. Friction this was occurring on the Moon? between the ball and the ground would cause this to occur. If this were on the moon, the ball would roll forever because there is no gravity to cause friction.  Suppose you have to dig a very deep, large hole to plant an  Simple machines lessen the force needed to change enormous tree in your yard. You go to the garage and find two motion. shovels. Both have the same blade but one has a very long handle The shovel with the long handle is the better choice. The while the other is short. Which would you choose to use and why? handle is used as a lever to apply force to the dirt that we need to move. The longer handle gives us a bigger lever that will make moving the dirt easier.  Teachers often tell students that eating breakfast the morning of a  All variables other than the independent variable must test will help them get a better grade. In this situation, what would be controlled in an investigation. have to be done to make sure that we really understand the We would have to make sure that the only thing different relationship between breakfast and grades? between the students was whether or not they eat breakfast. They would have to sleep the same number of hours, have the same teacher, study the same amount, test in the same room, etc.8/13/12 10 Isaac Elementary School District
  11. 11. 5th Priority Knowledge/Content Skill/Process Cross Key Resources Curricular Vocabulary Lab/Activity Web & Core E S5:C2:PO2 Describe the various (2) force Unit F: Energy and Motion effects forces can have on an object (2) motion Chapter 2: Lesson 1 (e.g., cause motion, halt motion, (2) halt Pg. F30-F45 change direction of motion, cause (2) deformation deformation) E S5:C2:PO1 Describe the following (2) gravity Unit F: Energy and Motion forces: (2) friction Chapter 1: Lesson 1  gravity Pg. F2-F9  friction E S5:C2:PO3 Examine forces and S1:C2:PO1 (3) simple Unit F: Energy and Motion motion through investigations using Demonstrate safe machine Chapter 1: Lesson 3 simple machines (e.g., wedge, plane, behavior and (2) pulley Pg. F16-F23 wheel and axle, pulley, lever) appropriate (2) lever procedures in all (2) wedge science inquiry (3) wedge (2) wheel and S1:C4:PO1 axle Communicate (2) investigate verbally or in writing the results of an inquiry S1:C4:PO3 Communicate with other groups or individuals to compare the results of a common investigation S1:C3:PO4 Develop new investigations and predictions based on questions that arise from the findings of an investigation E S5:C2:PO4 Demonstrate effects of S1:C2:PO3 Conduct (2) variable Unit F: Energy and Motion variables on an object’s motion (e.g., simple investigations (3) controls Chapter 2: Lesson 2 incline angle, friction, applied forces) (e.g., related to (3) balance Pg. F38-F45 forces and motion, Earth processes) based on student-8/13/12 11 Isaac Elementary School District
  12. 12. 5th developed questions in life, physical and Earth and space sciences S1:C3:PO5 Identify possible relationships between variables in simple investigations (e.g., time and distance; incline and mass of object) S1:C2:PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary) S1:C2:PO2 Plan a simple investigation that identifies the variables to be controlled S1:C2:PO5 Record data in an organized and appropriate format (e.g., t-chart, table, list, written log) S1:C4:PO2 Choose an appropriate graphic representation for collected data:  bar graph  line graph  Venn diagram  model8/13/12 12 Isaac Elementary School District
  13. 13. 5th U S2:C1:PO1 Identify how diverse (3) Niels Bohr people and/or cultures, pas and present, have made important contributions to scientific innovations; Niels Bohr Cluster Project: Assessment: Unit: Life Science Cluster: Structure and Function in Living Things Approximate Time: 20 days8/13/12 13 Isaac Elementary School District
  14. 14. 5th Essential Questions Big Ideas  When people go to a haunted house, they know that scary things  Organisms have voluntary and involuntary responses. are going to be in there. Why do they jump anyway? People jump because this is an involuntary response. Even though they know something is coming our bodies react this way automatically. We cannot control it.  What is analogy could we draw for main parts of an organism?  The muscular, skeletal and nervous systems have unique functions. Without any one of the systems, the organism could not survive. Analogies might include things like a house, a city or a school district.8/13/12 14 Isaac Elementary School District
  15. 15. 5th Priority Knowledge/Content Skill/Process Cross Key Resources Curricular Vocabulary Lab/Activity Web & Core E S4:C1:PO1 Identify the functions and (2) structure Unit A: Living Systems parts of the skeletal system: (2) function Chapter 1: Lessons 2-3  protection – rib cage, (2) protection Pg. A16-A27 cranium (2) rib cage  support – vertebrae (3) cranium  movement – pelvis, femur, (2) support hip (3) vertebrae (2) pelvis (3) femur (1) hip E S4:C1:PO2 Identify the following (2) muscles Unit A: Living Systems types of muscles: (3) cardiac Chapter 1: Lessons 2-3  cardiac – heart muscle Pg. A16-A27  smooth – stomach (3) heart  skeletal – biceps (2) smooth muscle (2) stomach (2) skeletal muscle (2) biceps E S4:C1:PO3 Identify the functions and (2) nervous Unit A: Living Systems parts of the nervous system: system Chapter 1: Lessons 2-3  control center – brain (2) brain Pg. A16-A27  relay mechanism – spinal (2) relay cord mechanism  transport messages – (2) spinal cord nerves (2) transport (2) nerves E S4:C1:PO4 Distinguish between (2) voluntary voluntary and involuntary responses (2) involuntary (2) reflex U S2:C1:PO1 Identify how diverse (3) Percy Lavon people an/or cultures, past and Julian present, have made important contributions to scientific innovations; Percy Lavon Julian Cluster Project: Assessment:8/13/12 15 Isaac Elementary School District
  16. 16. 5th Unit: Earth Science Cluster: Earth’s Processes Approximate Time: 10 days Essential Questions Big Ideas  Why is it important to revisit the things we know?  New knowledge leads to new questions and better or different understandings of things we already know. It is important to revisit the things we know because as we learn more and more it sometimes changes our ideas. Occasionally we find out that what we thought we knew was incorrect.  What is the Earth always doing even thought it is almost impossible  The Earth rotates and revolves. for us to see? The Earth is always moving; rotating and revolving but it is hard to see since we are on the Earth and moving at the same rate and in the same direction.  Why is there daytime and nighttime? What causes the seasons?  The Earth rotates and revolves. On Earth, day and night occur as the Earth rotates around the Sun. The side of the Earth facing the sun has daytime while the side facing away has nighttime.8/13/12 16 Isaac Elementary School District
  17. 17. 5th Priority Knowledge/Content Skill/Process Cross Key Resources Curricular Vocabulary Lab/Activity Web & Core E S2:C2:PO3 Describe how scientific S2:C2:PO1 Provide (2) modification knowledge is subject to modification examples that (2) theory and/or change as new support the premise (2) ongoing information/technology challenges that science is an (2) revisit prevailing theories [the Earth is a ongoing process that sphere v. flat] changes in response to new information and discoveries (e.g., space exploration, medical advances) E S6:C2:PO3 Distinguish between (2) rotate revolution and rotation (2) rotation (2) revolve (2) revolution E S6:C2:PO2 Describe how Earth’s S1:C3:PO2 Analyze (2) consistent Day/Night Flashlight Unit D: The Solar System and rotation results in day and night at whether data is (2) inconsistent demo Beyond any particular location consistent with the (2) reasonable Chapter 2: Lesson 2 proposed (2) unreasonable Pg. D44-D51 explanation that (2) outcome motivated the investigation S1:C3:PO3 Evaluate the reasonableness of the outcome of an investigation I S6:C2:PO1 Describe how the Moon’s (3) lunar cycle Unit D: The Solar System and appearance changes during a four- Beyond week lunar cycle Chapter 1: Lesson 1 Pg. D2-D11 I S6:C2:PO4 Describe the role of (2) gravity gravity as an attractive force (3) attractive between celestial objects force (3) celestial Cluster Project: Assessment:8/13/12 17 Isaac Elementary School District
  18. 18. 5th Unit: Earth Science Cluster: The Solar System Approximate Time: 15 days8/13/12 18 Isaac Elementary School District
  19. 19. 5th Essential Questions Big Ideas  If we haven’t visited each planet how do we tell them apart?  Scientists classify information to make connections. Each planet is unique and although we haven’t visited each of them there are defining characteristics about them that we do know including the number of moons, the distance from the Earth and the Sun, the presence or absence of rings, the presence or absence of gravity and the estimated temperature.  On a car ride, if you look out the window, the trees appear to be  Real motion causes apparent motion when the observer moving past you. We know they are not. Why does it look this is moving at the same speed and in the same direction way? as the moving object. The trees look like they are moving because you are moving at the same speed as the car. When we move at the same speed it appears as though the car is stationary but the trees move.8/13/12 19 Isaac Elementary School District
  20. 20. 5th Priority Knowledge/Content Skill/Process Cross Key Resources Curricular Vocabulary Lab/Activity Web & Core I S6:C3:PO1 Identify the known (2) planet Unit D: The Solar System and planets in our solar system (3) solar system Beyond (3) Mercury Chapter 1: Lesson 2 (3) Venus Pg. D12-D19 (3) Earth (3) Mars http://nineplanets.org/ (3) Jupiter (3) Saturn (3) Uranus (3) Neptune I S6:C3:PO2 Describe the S2:C2:PO5 Describe (1) moons Unit D: The Solar System and distinguishing characteristics of the qualities of the (1) rings Beyond known planets in the solar system scientists’ habits of (2) gravity Chapter 1: Lesson 2 mind (e.g., openness, (1) temperature Pg. D12-D19 skepticism, integrity, tolerance) E S6:C3:PO3 Describe various objects (3) asteroid in the sky (e.g., asteroids, comets, (3) comet stars, meteors/shooting stars) (3) meteor/ shooting star (3) satellite (3) space station U S6:C3:PO5 Explain the apparent (3) apparent motion of the Sun and stars motion E S6:C3:PO4 Describe the change in (2) position position and motion of the following objects in the sky over time:  real motion – Moon, planets  apparent motion (due to the motion of the Earth) – Sun, Moon, stars U S2:C1:PO1 Identify how diverse S2:C2:PO2 Explain (3) Edwin Hubble people and/or cultures, past and the cycle by which present, have made important new scientific contributions to scientific innovations; knowledge Edwin Hubble generates new scientific inquiry U S6:C3:PO6 Describe efforts to S3:C2:PO2 Explain (3) Apollo space explore space (e.g., Apollo missions, how scientific mission space shuttles, Hubble space knowledge, skills, (3) Hubble space telescope, space probes) and technological telescope capabilities are (3) space probe8/13/12 20 Isaac Elementary School District
  21. 21. 5th integral to a variety (3) lunar landing of careers Cluster Project: Assessment:8/13/12 21 Isaac Elementary School District