The document outlines the curriculum map and pacing guide for 5th grade science for the first quarter of the 2009/2010 school year. It includes the key performance objectives and student outcomes for each standard or concept. It also lists the core resources and potential assessments for each. The standards cover skills related to asking questions, making predictions, planning and conducting investigations, analyzing and evaluating data, developing conclusions, and communicating findings. They also address natural hazards, systems and interactions in nature, and processes that change the Earth.

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 be
observations that can be tested by an investigation. (See an investigation. taught throughout all four
M05-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 and
R05-S3C1-05)
[SC05-S1C2-01] Demonstrate safe behavior and appropriate I can show safe behaviors and proper procedures in science
procedures (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 to
the variables to be controlled. be controlled.
[SC05-S1C2-03] Conduct simple investigations (e.g., related I can do simple investigations of student questions about
to forces and motion, Earth processes) based on science.
student-developed questions in life, physical, and Earth and
space 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). (See
W05-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 and
investigation 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 had
the proposed explanation that motivated the investigation. when we started the investigation.
Isaac School District Page 1 of 7 July 22, 2009

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 be
of 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 the
based 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 in
variables 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, Venn
representation 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 and
habitats (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 with
that 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. 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 That
weaknesses 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 using
solution 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 of
cutting 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 of
called: • 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 of
compounds. Matter - Chapter 2 -
Lesson 2 (Supplemental
materials needed)
Isaac School District Page 3 of 7 July 22, 2009

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, 3
vertebrae • 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 Motion
friction - 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 Motion
investigations 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 Motion
on 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 Motion
object’s motion (e.g., incline angle, friction, applied forces). - Chapter 2 - Lesson 2 pp.
F38-F45
December
Performance Objective Student Outcomes Core Resource Assessment
Isaac School District Page 4 of 7 July 22, 2009

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 Motion
that science is an ongoing process that changes in response to discoveries are made. - Chapter 1 - Science and
new information and discoveries (e.g., space exploration, Technology pp. F24-F25
medical 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 to
and 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 Motion
knowledge 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 new
subject 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 for
scientists use for investigations (e.g., teams, individual with investigations.
peer review).
Isaac School District Page 5 of 7 July 22, 2009

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 System
changes 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 System
of 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 System
and 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 Motion
force 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 System
system. 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 planets
of 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 the
of 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, planets
Earth) – Sun, Moon, stars • apparent motion (due to the motion of the Earth) – Sun, Moon,
stars
Isaac School District Page 6 of 7 July 22, 2009

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 System
stars. 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 System
Apollo 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 in
to scientific innovations (e.g., Percy Lavon Julian [scientist], Science pp. A30-A30
supports 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 to
and technological capabilities are integral to a variety of different careers.
careers.
Isaac School District Page 7 of 7 July 22, 2009