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# Fifth Grade Science Curriculum Map

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### Fifth Grade Science Curriculum Map

1. 1. 5th Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 1 August Performance Objective Student Outcomes Core Resource Assessment[SC05-S1C1-01] Formulate a relevant question through I can ask questions about my observations that can be tested by These standards will beobservations that can be tested by an investigation. (See an investigation. taught throughout all fourM05-S2C1-01) quarters. Supplemental Resources: discoveryschool.ocm Readinga-z.com Sciencea-z.com discoveryeducation.com *see others throughout map[SC05-S1C1-02] Formulate predictions in the realm of I can make predictions from cause and effect relationships.science based on observed cause and effect relationships.[SC05-S1C1-03] Locate information (e.g., book, article, I can locate information related to an investigation.website) related to an investigation. (See W05-S3C6-01 andR05-S3C1-05)[SC05-S1C2-01] Demonstrate safe behavior and appropriate I can show safe behaviors and proper procedures in scienceprocedures (e.g., use and care of technology, materials, inquiry.organisms) in all science inquiry.[SC05-S1C2-02] Plan a simple investigation that identifies I can plan a simple investigation that identifies the variables tothe variables to be controlled. be controlled.[SC05-S1C2-03] Conduct simple investigations (e.g., related I can do simple investigations of student questions aboutto forces and motion, Earth processes) based on science.student-developed questions in life, physical, and Earth andspace sciences.[SC05-S1C2-04] Measure using appropriate tools (e.g., ruler, I can measure using correct tools and units of measure.scale, balance) and units of measure (i.e., metric, U.S.customary). (See M05-S4C4-01)[SC05-S1C2-05] Record data in an organized and I can record data in a t-chart, table, list, or log.appropriate format (e.g., t-chart, table, list, written log). (SeeW05-S3C2-01 and W05-S3C3-01)[SC05-S1C3-01] Analyze data obtained in a scientific I can analyze data from an investigation to identify trends andinvestigation to identify trends and form conclusions. (See form conclusions.M05-S2C1-03)[SC05-S1C3-02] Analyze whether the data is consistent with I can analyze whether the data fits with the explanation we hadthe proposed explanation that motivated the investigation. when we started the investigation.Isaac School District Page 1 of 7 July 22, 2009
2. 2. 5th Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 1 August Performance Objective Student Outcomes Core Resource Assessment[SC05-S1C3-03] Evaluate the reasonableness of the outcome I can decide if the results of the investigation are reasonable. These standards will beof an investigation. taught throughout all four quarters. Supplemental Resources: discoveryschool.ocm Readinga-z.com Sciencea-z.com discoveryeducation.com *see others throughout map[SC05-S1C3-04] Develop new investigations and predictions I can develop new investigations and predictions from thebased on questions that arise from the findings of an questions that come up from an investigation.investigation.[SC05-S1C3-05] Identify possible relationships between I can identify possible relationships between variables invariables in simple investigations (e.g., time and distance; investigations.incline and mass of object).[SC05-S1C4-01] Communicate verbally or in writing the I can talk about or write about the results of an investigation.results of an inquiry. (See W05-S3C3-01)[SC05-S1C4-02] Choose an appropriate graphic I can choose whether to use a bar graph, line graph, Vennrepresentation for collected data: • bar graph • line graph • diagram, or model to show data.Venn diagram • model (See M05-S2C1-02)[SC05-S1C4-03] Communicate with other groups or I can talk with other to compare the results of an investigation.individuals to compare the results of a common investigation.[SC05-S3C1-01] Explain the impacts of natural hazards on I can explain the effects that natural hazards have on habitats. Unit B Systems andhabitats (e.g., global warming, floods, asteroid or large Interactions in Nature -meteor impacts). Chapter 4 - Lessons 1 , 2, 3, 4 pp. B88-B115 http://earthobservatory.nas a.gov/naturalhazards[SC05-S3C1-02] Propose a solution, resource, or product I can propose a solution, as resource, or product that helps withthat addresses a specific human, animal, or habitat need. a human, animal, or habitat need.Isaac School District Page 2 of 7 July 22, 2009
3. 3. 5th Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 1 August Performance Objective Student Outcomes Core Resource Assessment[SC05-S3C1-03] Evaluate the possible strengths and I can explain the strengths and weaknesses of possible answers Unit C Processes Thatweaknesses of a proposed solution to a specific problem to a problem related to human, animal, or habitat needs. Change the Earth -relevant to human, animal, or habitat needs. Chapter 1 - Lessons 1, 2, 3 pp. C2-C25 http://epa.gov/climatechan ge/kids/version2.html[SC05-S3C2-03] Design and construct a technological I can design and build a technology solution to a problem usingsolution to a common problem or need using common common materials.materials. September Performance Objective Student Outcomes Core Resource Assessment[SC05-S5C1-03] Describe changes of matter: • physical – I can describe physical and chemical changes in matter. Unit E Building Blocks ofcutting wood, ripping paper, freezing water • chemical – Matter - Chapter 1 -burning of wood, rusting of iron, milk turning sour Lessons 2, 3 pp. E12-E27[SC05-S5C1-01] Identify that matter is made of smaller units I can identify matter as being made of molecules and atoms. Unit E Building Blocks ofcalled: • molecules (e.g., H2O, CO2) • atoms (e.g., H, N, Na) Matter - Chapter 2 - Lesson 1 pp. E34-E43[SC05-S5C1-02] Distinguish between mixtures and I can tell whether something is a mixture or a compound. Unit E Building Blocks ofcompounds. Matter - Chapter 2 - Lesson 2 (Supplemental materials needed)Isaac School District Page 3 of 7 July 22, 2009
4. 4. 5th Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 2 October Performance Objective Student Outcomes Core Resource Assessment[SC05-S4C1-01] Identify the functions and parts of the I can name the functions and parts of the skeletal system. Unit A Living Systems -skeletal system: • protection – rib cage, cranium • support – Chapter 1 - Lessons 2, 3vertebrae • movement – pelvis, femur, hip pp. A16-A17, A22-A27 (Supplemental activities needed) * Possible resources: readinga-z.com; sciencea-z.com;library books[SC05-S4C1-02] Identify the following types of muscles: • I can identify the cardiac, smooth, and skeletal muscles.cardiac – heart • smooth – stomach • skeletal – biceps[SC05-S4C1-03] Identify the functions and parts of the I can identify the functions and parts of the nervous system.nervous system: • control center – brain • relay mechanism –spinal cord • transport messages – nerves[SC05-S4C1-04] Distinguish between voluntary and I can tell whether responses are voluntary or involuntary.involuntary responses. November Performance Objective Student Outcomes Core Resource Assessment[SC05-S5C2-01] Describe the following forces: • gravity • I can describe gravity and friction. Unit F Energy and Motionfriction - Chapter 1 - Lesson 1 pp. F2-F9[SC05-S5C2-03] Examine forces and motion through I can study forces and motion through investigations using Unit F Energy and Motioninvestigations using simple machines (e.g., wedge, plane, simple machines. - Chapter 1 - Lesson 3 pp.wheel and axle, pulley, lever). F16-F23[SC05-S5C2-02] Describe the various effects forces can have I can describe the different effects forces can have on an object. Unit F Energy and Motionon an object (e.g., cause motion, halt motion, change - Chapter 2 - Lesson 1 pp.direction of motion, cause deformation). F30-F37[SC05-S5C2-04] Demonstrate effects of variables on an I can show the effects of variables on an object’s motion. Unit F Energy and Motionobject’s motion (e.g., incline angle, friction, applied forces). - Chapter 2 - Lesson 2 pp. F38-F45 December Performance Objective Student Outcomes Core Resource AssessmentIsaac School District Page 4 of 7 July 22, 2009
5. 5. 5th Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 2 December Performance Objective Student Outcomes Core Resource Assessment[SC05-S2C2-01] Provide examples that support the premise I can give examples of how science changes when new Unit F Energy and Motionthat science is an ongoing process that changes in response to discoveries are made. - Chapter 1 - Science andnew information and discoveries (e.g., space exploration, Technology pp. F24-F25medical advances).[SC05-S3C2-01] Describe the relationship between science I can describe the relationship between science and technology.and technology.[SC05-S3C2-02] Explain how scientific knowledge, skills, I can explain how science and technology skills are important toand technological capabilities are integral to a variety of different careers.careers.[SC05-S2C2-02] Explain the cycle by which new scientific I can explain how new scientific knowledge creates new Unit F Energy and Motionknowledge generates new scientific inquiry. scientific inquiry. - Chapter 1 - People in Science pp. F26-F26[SC05-S2C2-03] Describe how scientific knowledge is I can describe how scientific knowledge changes when newsubject to modification and/or change as new information and technology create different ideas.information/technology challenges prevailing theories.[SC05-S2C2-04] Compare collaborative approaches that I can compare the different ways scientists work together forscientists use for investigations (e.g., teams, individual with investigations.peer review).Isaac School District Page 5 of 7 July 22, 2009
6. 6. 5th Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 3 January Performance Objective Student Outcomes Core Resource Assessment[SC05-S6C2-01] Describe how the Moon’s appearance I can describe how the Moon’s appearance changes during a Unit D The Solar Systemchanges during a four-week lunar cycle. four-week lunar cycle. and Beyond - Chapter 1 - Lesson 1 pp. D2-D11[SC05-S6C3-02] Describe the distinguishing characteristics I can describe the different characteristics of the known planets Unit D the Solar Systemof the known planets in the solar system. in the solar system. and Beyond - Chapter 1 - Lesson 2 pp. D12-D19[SC05-S6C3-03] Describe various objects in the sky (e.g., I can describe different objects in the sky.asteroids, comets, stars, meteors/shooting stars).[SC05-S6C2-02] Describe how Earth’s rotation results in day I can describe how Earth’s rotation results in day and night at Unit D The Solar Systemand night at any particular location. any particular location. and Beyond - Chapter 2 - Lesson 2 pp. D44-D51[SC05-S6C2-03] Distinguish between revolution and I can explain the difference between revolution and rotation.rotation.[SC05-S6C2-04] Describe the role of gravity as an attractive I can describe the role of gravity between objects in space. Unit F Energy and Motionforce between celestial objects. - Chapter 2 - Lesson 3 (supplementary activity needed) February Performance Objective Student Outcomes Core Resource Assessment[SC05-S6C3-01] Identify the known planets of the solar I can identify the known planets of the solar system. Unit D The Solar Systemsystem. and Beyond - Chapter 1 - Lesson 2 pp. D12-D19[SC05-S6C3-02] Describe the distinguishing characteristics I can describe the different characteristics of the known planetsof the known planets in the solar system. in the solar system.[SC05-S6C3-03] Describe various objects in the sky (e.g., I can describe different objects in the sky.asteroids, comets, stars, meteors/shooting stars).[SC05-S6C3-04] Describe the change in position and motion I can describe the change in position and motion of theof the following objects in the sky over time: • real motion – following objects in the sky over time:Moon, planets • apparent motion (due to the motion of the • real motion – Moon, planetsEarth) – Sun, Moon, stars • apparent motion (due to the motion of the Earth) – Sun, Moon, starsIsaac School District Page 6 of 7 July 22, 2009
7. 7. 5th Grade Science: Curriculum Map and Pacing Guide 2009/2010 Quarter 3 February Performance Objective Student Outcomes Core Resource Assessment[SC05-S6C3-05] Explain the apparent motion of the Sun and I can explain the apparent motion of the Sun and stars. Unit D The Solar Systemstars. and Beyond - Chapter 2 - Lesson 3 (supplemental activity needed) March Performance Objective Student Outcomes Core Resource Assessment[SC05-S6C3-06] Describe efforts to explore space (e.g., I can describe efforts to explore space. Unit D The Solar SystemApollo missions, space shuttles, Hubble space telescope, and Beyond - Chapter 1 -space probes). (See Strand 2) Lesson 3, People in Science and Technology pp. D58-D60[SC05-S2C1-01] Identify how diverse people and/or I can identify how different people have made important Unit A Living Systems -cultures, past and present, have made important contributions contributions to science in the past and present. Chapter 1 - People into scientific innovations (e.g., Percy Lavon Julian [scientist], Science pp. A30-A30supports Strand 4; Niels Bohr [scientist], supports Strand 5;Edwin Hubble [scientist], supports Strand 6).[SC05-S2C2-05] Describe qualities of the scientists’ habits I can describe the kind of habits of mind scientists have to have.of mind (e.g., openness, skepticism, integrity, tolerance).[SC05-S3C2-02] Explain how scientific knowledge, skills, I can explain how science and technology skills are important toand technological capabilities are integral to a variety of different careers.careers.Isaac School District Page 7 of 7 July 22, 2009