Course Title: Science Grade: 5 - Freehold Borough … · Course Title: Science Grade: 5 ... Mrs. Michele Tennant District Administration ... Principal – Freehold Intermediate School

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: Science

Grade: 5

Board of Education Adoption Date: November 10, 2014

Document F #4

Freehold Borough Board of Education

Mrs. Annette Jordan, President Dr. Michael Lichardi, Vice President

Mr. Paul Ceppi

Mrs. Susan Greitz

Mr. James Keelan

Mrs. Maureen MacCutcheon

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

James Strimple, Interim School Business Administrator

Cheryl Young, Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Supervisor of Assessment & Technology

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

Will Smith, Principal – Freehold Learning Center

Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as

knowledgeable, skillful, and confident learners who flourish and contribute willingly in a

changing world.

Core Beliefs

We believe that:

All people have inherent worth.

Life-long learning is basic to the survival and advancement of society.

The primary influence on the individual's development is the family in all its forms.

Valuing diversity is essential to individual growth and the advancement of society.

All individuals have strengths and human potential has no known limits.

Democracy thrives when individuals accept responsibility for their choices.

Being trustworthy builds trust.

Creativity and imagination are essential for society to flourish.

A safe environment is essential for the well-being of the individual and for society to

flourish

Freehold Borough School District

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values.

Believing that our students deserve the best education, our curriculum is aligned to the most

current New Jersey Core Curriculum Content Standards and current statewide assessments. Our

scope and sequence is vertically and horizontally aligned. The progression of objectives

embraces decades of rigorous research, conducted both independently and at the university level,

and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and

spirit. Knowledge is a fusion balancing authentic experience and content, which language arts

literacy skills are integrated with other content areas. Our curriculum contains common

expectations that are rigorous and student centered, and teachers, who are most proximal to the

children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum

document, our staff will continuously collaborate on this living document. We will develop

purposeful and effective formative and summative assessments which measure growth of our

curriculum and inform our instruction. Finally, we will continuously seek to grow professionally

through professional development, which is aligned to statewide regulations, but specifically

geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

Teachers will employ lessons that are aligned to our curriculum and framed utilizing

current research-based methods and techniques that focus on student achievement

Our lessons will be structured according to statewide and district standards and our

teachers will have flexibility to ensure that lessons meet the needs of all learners

Units and lessons will be differentiated

Curriculum is be student focused on success and balances developmental theory and

psychometric standards

Democratically developed benchmarks and assessments will be utilized to gauge student

and curricular growth. Assessment will be multidimensional and developed according to

student need.

Freehold Borough School District Science – Grade 5

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Pacing Guide (Scope & Sequence – M43, M44)

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


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Content Guide

SUBJECT Science

Grade 5

Unit Title: Science Practices: Understand Scientific Explanations Suggested Timeline

___

Suggested 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 Objectives

Know the meaning of and how to: observe, classify, estimate and measure, infer, predict, make and use models, make operational definitions, collect data, interpret data, investigate and experiment, identify and control variables,

Standards Addressed

Demonstrate

understanding and use

interrelationships among central

scientific

concepts to revise

explanations and to consider

alternative explanations.

5.1.8.a.1

Suggested Student Experiences

Activities

Quick Activity Transparencies

Directed Inquiry

Guided Inquiry

Activity Book

Content Transparencies

Interdisciplinary Connections

Non-Fiction Science Leveled Readers

Suggested Resources / Materials

Scott Foresman Science Grade 5

Exploring Science pp. xxii-xxv


Science Tools pp. xxviii- xxxi


Using Scientific Methods for Science Inquiry pp. xxvi – xxvii

And for all experiments done using the


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and communicate when exploring in science. Utilize science tools: wind sock, wind direction indicator, rain gauge, telescope, hand lens, sieves, funnels, Know how to use the Scientific Methods for Science Inquiry: ask questions, state hypothesis, identify and control variables, test hypothesis, collect and record data, interpret data, state conclusion.

Use mathematical,

physical, and computational

tools to build conceptual-

based models and to pose

theories. 5.1.8.a.2

Use scientific principles and

models to frame and synthesize

scientific arguments and

pose theories. 5.1.8.a.3

Assessments

Assessment Book

Graphic Organizer and Test Talk Transparencies

Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.

http://www.discoveryeducation.com

Every Student Learns Teacher’s Guide

SUBJECT Science

Grade 5

Unit Title: Science Practices: Generate Scientific Evidence Through Active Investigations

Suggested Timeline

___

Suggested 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.

http://www.discoveryeducation.com/


8

Standards



Know the meaning of and how to: observe, classify, estimate and measure, infer, predict, make and use models, make operational definitions, collect data, interpret data, investigate and experiment, identify and control variables, and communicate when exploring in science. Utilize science tools: wind sock, wind direction indicator, rain gauge, telescope, hand lens, sieves, funnels, Know how to use the Scientific Methods for

Standards Addressed

Design

investigations and use

scientific instrumentation

to collect,

analyze, and evaluate

evidence as part of building

and revising models and

explanations. 5.1.8.b.1

Gather,

evaluate, and represent

evidence using scientific tools,

technologies,

and computational

strategies. 5.1.8.b.2


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Assessments

Assessment Book









And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized in the lessons developed.




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Science Inquiry: ask questions, state hypothesis, identify and control variables, test hypothesis, collect and record data, interpret data, state conclusion.


SUBJECT Science

Grade 5

Unit Title: Science Practices: Reflect on Scientific Knowledge Suggested Timeline

___

Suggested Duration

_2_ days

Big Ideas

C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.

Standards



Know the meaning of and how to: observe, classify, estimate and measure, infer, predict, make and use models, make operational

Standards Addressed

Monitor one’s own thinking as

understandings of scientific

concepts are

refined. 5.1.8.c.1


Activities


Directed Inquiry

Guided Inquiry

Activity Book








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definitions, collect data, interpret data, investigate and experiment, identify and control variables, and communicate when exploring in science. Utilize science tools: wind sock, wind direction indicator, rain gauge, telescope, hand lens, sieves, funnels, Know how to use the Scientific Methods for Science Inquiry: ask questions, state hypothesis, identify and control variables, test hypothesis, collect and record data, interpret data, state conclusion.

Revise

predictions or explanations on

the basis of discovering new

evidence, learning new

information, or using models.

5.1.8.c.2

Generate new

and productive questions to

evaluate and refine core

explanations. 5.1.8.c.3



Assessments

Assessment Book







SUBJECT Science

Grade 5

Unit Title: Science Practices: Participate Productively in Science Suggested Timeline

___

Suggested Duration

_2_ days



11

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



Know the meaning of and how to: observe, classify, estimate and measure, infer, predict, make and use models, make operational definitions, collect data, interpret data, investigate and experiment, identify and control variables, and communicate when exploring in science. Utilize science tools: wind sock, wind direction indicator, rain gauge, telescope, hand lens, sieves, funnels,

Standards Addressed

Engage in multiple forms

of discussion in order to

process, make sense of, and

learn from others’ ideas,

observations,

and experiences.

5.1.8.d.1

Engage in productive

scientific discussion

practices during conversations

with peers, both face-to-


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Assessments

Assessment Book




pp. xii-xxv


pp. xxvi-xxvii


pp. xxviii-xxxi





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Know how to use the Scientific Methods for Science Inquiry: ask questions, state hypothesis, identify and control variables, test hypothesis, collect and record data, interpret data, state conclusion.

face and virtually, in the

context of scientific

investigations and model-

building. 5.1.8.d.2


SUBJECT Science

Grade 5

Unit Title: Physical Science: Properties of Matter Suggested Timeline

___

Suggested 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.


Chapter 11

Standards Addressed

Determine the volume

of common objects using water

displacement methods.


Activities


Directed Inquiry



Chapter 11


13

Understand that the weight of and object is always equal to its parts. Determine that the properties of materials can be compared and measured. Know that materials may be made of parts to small to be seen without magnification. Understand that elements combine to form molecules. Know the common properties of salts. Know that matter is conserved during heating and cooling.

5.2.6.a.1

Calculate the density of objects or substances

after determining volume and mass.

5.2.6.a.2

Determine the identity of an unknown

substance using data

about intrinsic properties. 5.2.6.a.3

Explain that all matter

is made of atoms, and give examples of

common elements. 5.2.8.a.1

Analyze and explain

the implications of the statement “all

substances are composed of

elements.” 5.2.8.a.2

Use the kinetic

molecular model to predict how solids,

liquids, and gases would behave under

various physical

Guided Inquiry

Activity Book




Assessments

Assessment Book



Chapter 12


Chapter 13






14

Know the difference and similarities between mixtures and solutions. Chapter 12 Know the difference between physical and chemical changes. Understands that changes is constantly occurring and uses strategies to analyze different patterns of change. Know that materials made by chemically combining two or more substances may have properties that differ from the original materials. Knows that different materials can be physically combined

circumstances, such as heating or cooling.

5.2.8.a.3

Predict the physical and chemical

properties of elements based on their

positions on the Periodic Table.

5.2.8.a.4

Identify unknown

substances based on data regarding their

physical and chemical properties.5.2.8.a.5

Determine whether a

substance is a metal or nonmetal through

student-designed investigations.5.2.8.a.6


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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


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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


17

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


18

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


19

machines. Describes the difference between simple and complex machines.

SUBJECT Science

Grade 5

Unit Title: Physical Science: Changes in Matter Suggested Timeline

___

Suggested 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



Chapter 12 Know the difference between physical and chemical changes. Understands that changes is constantly

Standards Addressed

Compare the

properties of

reactants with the properties

of the products when two or

more substances are


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Chapter 12

And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized


20

occurring and uses strategies to analyze different patterns of change. Know that materials made by chemically combining two or 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

combined and react

chemically. 5.2.6.b.1

Explain, using

an understanding

of the concept of chemical

change, why

the mass of reactants and

the mass of products

remain constant.

5.2.8.b.1



Assessments

Assessment Book


in the lessons developed.





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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


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substances have properties that differ from the original material.

SUBJECT Science

Grade 5

Unit Title: Physical Science: Forms of Energy Suggested Timeline

___

Suggested 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



Chapter 14 Recognize various forms of energy. Knows that energy can be described as stored energy or energy of motion.

Standards Addressed

Predict the path

of reflected or refracted light

using reflecting and refracting

telescopes as examples.

5.2.6.c.1

Describe how to


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Chapter 14

And for all experiments done using the Activity Chart and Experiments from the textbook. Also, Directed Inquiry and Guided Inquiry should be utilized


23

Recognize various forms of energy. Knows that waves travel at different speeds through different materials. Know that most things that emit light also emit 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.

prisms can be used to

demonstrate that visible light

from the Sun is made up of

different colors. 5.2.6.c.2

Relate the

transfer of heat

from oceans and land

masses to the evolution of a

hurricane. 5.2.6.c.3



Assessments

Assessment Book


in the lessons developed.





24

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

SUBJECT Science

Grade 5

Unit Title: Physical Science: Energy Transfer and Conservation Suggested Timeline

___

Suggested 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



Chapter 15 Know how to trace the

Standards Addressed

Use simple circuits

involving


Activities


Directed Inquiry



Chapter 15


25

flow of energy in a system. Describe and identifies various conductors and insulator. Know how to trace the flow of energy in a system. Know how to trace the flow of energy in a system. 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.

batteries and motors to

compare and predict the

current flow with different

circuit arrangements.

5.2.6.d.1

Relate the

kinetic and potential

energies of a roller coaster at

various points on its path.

5.2.8.d.1

Guided Inquiry

Activity Book




Assessments

Assessment Book







26

SUBJECT Science

Grade 5

Unit Title: Physical Science: Forces and Motion Suggested Timeline

___

Suggested 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



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

Standards Addressed

Model and

explain how the description of

an object’s motion from

one observer’s view may be

different from a different

observer’s view 5.2.6.e.1

Describe the force between

two magnets as the distance

between them


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Assessments



Chapter 13






27

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.

is changed. 5.2.6.e.2

Demonstrate

and explain the frictional force

acting on an object with the

use of a physical model.

5.2.6.e.3

Predict if an

object will sink or float using

evidence and reasoning.

5.2.6.e.3

Assessment Book



28

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.


29

SUBJECT Science

Grade 5

Unit Title: Life Science: Organization and Development Suggested Timeline

___

Suggested 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.


Chapter 2 Describes the cell as the basic unit of all living things. Describes the needs and functions of cells. Knows the parts of plant and animal cells. Knows that living things are different but share similar structures.

Standards Addressed

Model the

interdependence of the human

body’s major systems in

regulating its internal

environment. 5.3.6.a.1

Model and

explain ways in

which organelles work

together to meet the cell’s

needs. 5.3.6.a.2


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Assessments



Chapter 2


Chapter 3





30

Knows that similar cells form different kinds of structures. Understands how body systems interact. Chapter 3 Know that the human body is made of systems with structures and functions that are related. Knows that the human 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

Compare the

benefits and limitations of

existing as a single-celled

organism and as a multicellular

organism. 5.3.8.a.1

Relate the structures of

cells, tissues, organs, and

systems to their functions in

supporting life. 5.3.8.a.2

Assessment Book




31

functions that are related. Understands how body systems interact.

SUBJECT Science

Grade 5

Unit Title: Life Science: Matter and Energy Transformations Suggested Timeline

___

Suggested 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



Chapter 4 Understands how similar cells are organized to form structures in plants and animals. Know that green plants

Standards Addressed

Describe the

sources of the reactants of

photosynthesis and trace the

pathway to the products.

5.3.6.b.1

Illustrate the


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Chapter 4


Chapter 5



32

use carbon dioxide, water, and sunlight energy to turn minerals and nutrients into food for growth, maintenance, and reproduction. Understand how similar cells are organized to form structures in plants and animals. Uses magnifying tools to identify similar cells and different kinds of structures. Understands how similar cells are organized to form structures in plants and animals. Describes how seed-bearing plants reproduced.

flow of energy (food) through

a community. 5.3.6.b.2

Relate the

energy and nutritional

needs of organisms in a

variety of life

stages and situations,

including stages of development

and periods of maintenance.

5.3.8.b.1

Analyze the components of

a consumer’s diet and trace

them back to plants and

plant products.

5.3.8.b.2



Assessments

Assessment Book


Chapter 6






33

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


34

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


35

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.


36

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

SUBJECT Science

Grade 5

Unit Title: Life Science: Interdependence Suggested Timeline

___

Suggested 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



Chapter 5 Know that variations in light, water,

Standards Addressed

Explain the impact of

meeting human needs and

wants on local


Activities


Directed Inquiry

Guided Inquiry



Chapter 5


37

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

and global environments.

5.3.6.c.1

Predict the impact that

altering biotic and abiotic

factors has on an ecosystem.

5.3.6.c.2

Describe how

one population of organisms

may affect other plants

and/or animals in an

ecosystem. 5.3.6.c.3

Activity Book




Assessments

Assessment Book



Chapter 6






38

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


39

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.


40

SUBJECT Science

Grade 5

Unit Title: Life Science: Evolution and Diversity Suggested Timeline

___

Suggested 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



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.

Standards Addressed

Describe the impact on the

survival of species during

specific times in geologic history

when environmental

conditions changed.

5.3.6.e.1

Organize and present

evidence to


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Assessments



Chapter 6






41

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.

show how the extinction of a

species is related to an

inability to adapt to

changing environmental

conditions using

quantitative

and qualitative

data. 5.3.8.e.1

Compare the

anatomical structures of a

living species with fossil

records to derive a line of

descent

5.3.8.e.2

Assessment Book


SUBJECT Science

Grade 5

Unit Title: Earth Systems Science: Objects in the Universe Suggested Timeline

___

Suggested Duration

10_ days

Big Ideas


42

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.


Chapter 16 Knows that natural events are often predictable and logical. Identifies structures ancient people built to show the importance of the movements of the Sun, Moon, and stars for their culture. Identifies equipment and instruments that were used to explore the universe, including

Standards Addressed

Generate and analyze

evidence (through simulations) that the

Sun’s apparent motion across the sky

changes over the

course of a year. 5.4.6.a.1

Construct and

evaluate models demonstrating the

rotation of Earth on its axis and the orbit

of Earth around the Sun. 5.4.6.a.2

Predict what would

happen to an orbiting object if gravity were

increased, decreased,

or taken away.


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Assessments

Assessment Book




Chapter 16

Scott Foresman Science Grade 5 Chapter 17






43

early telescopes. Describes the characteristics of stars, including the Sun. 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.

5.4.6.a.3

Compare and contrast the major physical

characteristics (including size and

scale) of solar system objects using

evidence in the form of data tables and

photographs.5.4.6.a.4


44

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


45

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

Grade 5

Unit Title: Earth Systems Science: History of Earth Suggested Timeline

___

Suggested Duration

10_ days


46

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



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

Standards Addressed

Interpret a

representation of a rock layer

sequence to establish oldest

and youngest

layers, geologic events, and

changing life forms 5.4.6.b.1

Examine

Earth’s surface features and

identify those created on a

scale of human life or on a

geologic time scale. 5.4.6.b.2

Determine if


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Assessments

Assessment Book





Chapter 10






47

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. Chapter 10 Identify resources as being renewable or nonrenewable. Recognize the costs by use of nonrenewable

landforms were created by

processes of erosion (e.g.,

wind, water, and/or ice)

based on evidence in

pictures, video, and/or maps.

5.4.6.b.3

Describe

methods people use to reduce

soil erosion. 5.4.6.b.4


48

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


49

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

Grade 5

Unit Title: Earth Systems Science: Properties of Earth Materials Suggested Timeline

___

Suggested 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



Chapter 5 Know that variations in light, water,

Standards Addressed

Predict the types of

ecosystems that unknown

soil samples


Activities


Directed Inquiry

Guided Inquiry





50

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

could support based on soil

properties. 5.4.6.c.1

Distinguish

physical properties of

sedimentary, igneous, or

metamorphic

rocks and explain how

one kind of rock could

eventually become a

different kind of rock.

5.4.6.c.2

Deduce the story of the

tectonic conditions and

erosion forces

that created sample rocks or

rock formations.

5.4.6.c.3

Activity Book




Assessments

Assessment Book







51

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


52

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.


53

SUBJECT Science

Grade 5

Unit Title: Earth Systems Science: Tectonics Suggested Timeline

___

Suggested 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



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.

Standards Addressed

Apply understanding of

the motion of lithospheric plates

to explain why the Pacific Rim is

referred to as the Ring of Fire.

5.4.6.d.1

Locate areas that

are being created (deposition) and

destroyed (erosion) using

maps and satellite images. 5.4.6.d.2


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Assessments

Assessment Book








54

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.

Apply knowledge

of Earth’s magnetic fields to

successfully complete an

orienteering challenge.5.4.6.d.3

Model the

interactions

between the layers of Earth. 5.4.8.d.1

Present evidence

to support arguments for the

theory of plate motion. 5.4.8.d.2



55

Big Ideas

E. Energy in Earth Systems : Internal and external sources of energy drive Earth systems.

Standards



Chapter 14 Recognize various forms of energy. Knows that energy can be described as stored energy or energy of motion. Recognize various forms of energy. Knows that waves travel at different speeds through different materials. Know that most things that emit light also emit heat.

Standards Addressed

Generate a conclusion

about energy

transfer and circulation by

observing a model of

convection currents.

5.4.6.e.1

Explain how energy from

the Sun is transformed or

transferred in global wind

circulation,

ocean circulation, and

the water cycle. 5.4.8.e.1


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Assessments

Assessment Book









56

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

Grade 5

Unit Title: Earth Systems Science: Climate and Weather Suggested Timeline

___

Suggested Duration

_10__ days


57

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



Chapter 8 Describe how air pressure relates to altitude, convection currents, and the water cycle. Explain what happens when air masses meet. Compare and contrast causes and structure of types of severe weather. Explain how weather data is collected and analyzed.

Standards Addressed

Explain the

interrelationships between daily

temperature, air pressure, and

relative humidity

data.5.4.6.f.1

Create climatographs

for various locations around

Earth and categorize the

climate based on the yearly

patterns of temperature and

precipitation. 5.4.6.f.2


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Assessments

Assessment Book





Chapter 9






58

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.


59

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

Grade 5

Unit Title: Earth Systems Science: Biogeochemical Cycles Suggested Timeline

Suggested Duration


60

___ _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



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.

Standards Addressed

Illustrate global

winds and surface

currents through the

creation of a

world map of global winds

and currents that explains

the relationship between the

two factors. 5.4.6.g.1

Create a model

of ecosystems in two different

locations, and


Activities


Directed Inquiry

Guided Inquiry

Activity Book




Assessments

Assessment Book





Chapter 6






61

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.

compare and contrast the

living and nonliving

components. 5.4.6.g.2

Describe ways

that humans can improve

the health of

ecosystems around the

world.5.4.6.g.3


62

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.


63

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.

Appendix

Fifth Grade - Science

In this curriculum document, the 21st Century Themes and Skills are integrated in the following

units:

Unit 1

In this unit plan, the following 21st Century themes and skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

E – encouraged

T – taught

A – assessed

Standard 9.1 21st Century Life Skills

X Global Awareness E Creativity and Innovation

Financial Literacy A Critical Thinking and Problem

Solving

Health Literacy E Communication (Interpersonal and

Media Fluency)

Civic Literacy E Collaboration and Teamwork

Career Awareness/Exploration T Accountability, Productivity and

Ethics

Unit 2



21st Century Themes


E – encouraged

T – taught

A – assessed


X Global Awareness T Creativity and Innovation

Financial Literacy T Critical Thinking and Problem

Solving

Health Literacy A Communication (Interpersonal and

Media Fluency)

Civic Literacy A Collaboration and Teamwork

Career Awareness/Exploration E Accountability, Productivity and

Ethics

Unit 3



21st Century Themes


E – encouraged

T – taught

A – assessed


X Global Awareness A Creativity and Innovation

Financial Literacy T Critical Thinking and Problem

Solving


Media Fluency)


X Career Awareness/Exploration E Accountability, Productivity and

Ethics

Unit 4



21st Century Themes


E – encouraged

T – taught

A – assessed


X Global Awareness T Creativity and Innovation

Financial Literacy A Critical Thinking and Problem

Solving


Media Fluency)


X Career Awareness/Exploration E Accountability, Productivity and

Ethics

Documents

Course Title: Science Grade: 5 - Freehold Borough … · Course Title: Science Grade: 5 ... Mrs. Michele Tennant District Administration ... Principal – Freehold Intermediate School