Science Curriculum 5th Grade - Mifflin County School District · PDF fileMCSD Science Curriculum Map ~ 5th ... purposes and describe the information the instruments ... or explain

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MCSDScienceCurriculumMap~5thGrade

CommonCoreStateStandard

PACoreStandard

S5.A.1.1Anchor Descriptor - S5.A.1.1: Explain, interpret, and apply scientific, environmental, or technological knowledge presented in a variety of formats (visuals, scenarios, and graphs).

TaughtinUnit(s)NatureofScienceExplanation/ExampleofStandardStudentsusescientificinquiryand/ortechnologicaldesigntoexplainhowcertainquestionscanbeansweredthroughobservationsandthereviewofexperimentalresults.Theywilluseexplanations,predictions,andobservations,andexperimentalresults.CommonMisconceptionsStudentsmaynotbeversedininquirybasedlearning.Technologymeansmorethancomputers?

BigIdea(s) EssentialQuestion(s)Whenappropriatetechnologiesareapplied,precisequantitativemeasurements,andobservations,canbeusedtoorganizeandanalyzethedata.

Howdoespredicting,adapting,andusingevidenceaffectchangesmadeduringanexperimenttotestahypothesisandtoreachaconclusion?

Assessments Teacher Observation (shared responsibilities, on task, testing of various designs) Lab Report

Concepts(whatstudentsneedtoknow)

Skills(whatstudentsmustbeabletodo)

Recording and interpreting data Predicting results based on prior knowledge

Vocabulary Analysis Hypothesis Purpose Variables Procedures Data

Students should be able to conduct an experiment.

Throughexperimentation,studentswilldemonstratehowcertainquestionscanbeansweredthroughscientificinquiryand/ortechnologicaldesign(e.g.,Investigatetofindoutwhetherallclayorfoilboatsdesignsreactthesamewhenfilledwithpaperclips)

Throughexperimentation,studentswillmodelhowobservationsand/orexperimentalresultsareusedtosupportinferencesandclaimsaboutaninvestigationorrelationship(e.g.,makeaclaimbasedoninformationonagraph).

Describehowexplanations,predictions,andmodelsaredevelopedusingevidence.

ICanStatements I can complete an experiment in order to answer scientific questions through the use of inquiry and

technology. I can model how to use results from observations and experiments to support scientific facts. I can change my predictions, explanations, and designs based on evidence and data from my experiment.

Resources

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http://serc.carleton.edu/NAGTWorkshops/oceanography/activities/73296.html http://serc.carleton.edu/sp/mnstep/activities/26312.html http://serc.carleton.edu/sp/mnstep/activities/26884.html

Reflections

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PACoreStandard

S5.A.2.1AnchorDescriptor‐S5.A.2.1:Applyknowledgeofscientificinvestigationortechnologicaldesigntomakeinferencesandsolveproblems.

TaughtinUnit(s)TheNatureofScienceExplanation/ExampleofStandardStudentswilldesignandexecuteanexperimentthathasbothdependent,andindependentvariables.Theywillthendeterminehowtomeasurevariables,andalsodescriberelationshipsbetweenvariablesbasedondataandobservations.CommonMisconceptionsThereisonlyonetypeofvariable.Studentsarefamiliarwithacontrolledexperiment.

BigIdea(s) EssentialQuestion(s)Bydesigningacontrolledexperiment,dependentandindependentvariableswillbeintroduced.Theirrelationshipwillbedescribedthroughtheinterpretationofthedataandobservation.

Whatisthedifferencebetweenindependentanddependentvariables?Whatchangesoccurafteraddinganindependentvariabletothecontrolledexperimentandhowdiditaffecttheoutcome?

AssessmentsTeacherObservationSupplementalWorksheetLabReport



Familiarityandabilitytoapplythescientificmethod.

DifferencebetweenIndependentandDependentvariable.

Vocabulary IndependentVariable DependentVariable ControlledExperiment

Designasimple,controlledexperiment(fairtest)identifyingtheindependentanddependentvariables,howthedependentvariablewillbemeasuredandwhichvariableswillbeheldconstant(e.g.,relatetheeffectofvariables[mass,releaseheight,lengthofstring]tonumberofswingsofapendulum,investigatetherelationshipsbetweenvariablesinpaperairplanedesigns).

Describerelationshipsbetweenvariablesthroughinterpretationofdataandobservations(i.e.,makepredictions

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forthe outcomeofacontrolledexperimentusingdatatablesandgraphs)

ICanStatements I can identify and collect relevant evidence, make observations and accurate measurements, and identify

variables in scientific investigation. I can create a hypothesis and plan a controlled experiment to test my prediction.

Resources

http://serc.carleton.edu/sp/mnstep/activities/26438.html

Reflections

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PACoreStandard

S5.A.2.2AnchorDescriptor‐S5.A.2.2:Applyappropriateinstrumentsforspecificpurposesanddescribetheinformationtheinstrumentscanprovide

TaughtinUnit(s)NatureofScienceExplanation/ExampleofStandardStudentswillbeabletouseavarietyofinstrumentsduringanexperimentandalsobeabletointerpretthedatacollectedfromtheuseoftheinstruments.CommonMisconceptionsPriorknowledgeofvariousScientifictoolsStudentshavetheabilitytointerpretandusethedatacollected

BigIdea(s) EssentialQuestion(s)Studentswilldetermineappropriatescientificinstrumentstocompleteanassignedtask,andalso,beabletointerpretthedatacollectedfromthoseinstruments.

Whatinstrumentwouldyouusetocompletethistask?HowcanIorganizemydatatoexplainmyresults?

AssessmentsTeacherObservationLabReport



Readvariousweightsandmeasurements Familiaritywithvariousinstruments

suchasscale,ruler,thermometer…..Vocabulary

Customaryandmetricunitsofweight,distance,andvolume

Describetheappropriateuseofinstrumentsandscalestoaccuratelymeasuretime,mass,distance,volume,andtemperaturesafelyunderavarietyofconditions.

Explainhowtechnologyextendsandenhanceshumanabilitiesforspecificpurposes.

ICanStatements I can use appropriate instruments to achieve my desired results. I can read and interpret data collected with various instruments. I can organize collected data.

Resources

Reflections

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PACoreStandard

S5.A.3.1AnchorDescriptor‐S5.A.3.1:Applyknowledgeofsystemsandpatternstomakepredictions.

TaughtinUnit(s)NatureofScienceExplanation/ExampleofStandardStudentswillusetheirpriorknowledgeoftimeofday,monthandyear,phasesofthemoon,cloudformations,andweatherpatternstomakescientificpredictions.CommonMisconceptionsIknowthephasesofthemoon.Iknowvarioustypesofweatherpatternsandhowandwhytheyexist.

BigIdea(s) EssentialQuestion(s)Usingconceptsoftime,studentswillmakepredictionsaboutphasesofthemoonandwhyspecificweatherphenomenonoccur.

How do the phases of the moon affect our planet and our daily lives?

What information is considered when creating a weather forecast?

Are moon phases and weather patterns closely related?

AssessmentsTeacherObservationLabReportSupplementalWorksheets



That the moon cycles through various stages. Weather patterns change according to various

regions and climates. Vocabulary

Types of clouds Weather terms (High pressure, Low Pressure,

etc.) Moon Phases

Make predictions based on patterns in natural systems (e.g., phases of the moon, time [day, month, and year], weather, and seasons).

ICanStatements I can read a weather map and predict the weather. I can identify the phases of the moon. I can determine various types of clouds.

Resources

Reflections

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PACoreStandard

S5.A.3.2AnchorDescriptor‐ S5.A.3.2:Applyknowledgeofmodelstomakepredictionsorexplaintechnologicalconcepts.

TaughtinUnit(s)NatureofScienceExplanation/ExampleofStandardStudentswillbeabletocreatemodels,diagrams,ordrawingstomakepredictionsandexplainscientificprocesses.CommonMisconceptions

Students are able to construct models and diagrams. Students can interpret data to make predictions.

BigIdea(s) EssentialQuestion(s)

Byconstructingmodelsanddiagramsofvariousscientificideas,studentsareabletomakepredictionsandexplainchangesthatoccur.

HowcanIrepresentmypredictionsandfindingsusingadiagramoramodel?

AssessmentsTeacherObservationConstructionofModelsLabReportSupplementalWorksheets



Howtouseclassroomresourcestoconstructmodels.

Varioustypesofdiagramsandhowtheyarebestused.

Representingthoughtsthroughart/drawing.

Describehowmodelsareusedtobetterunderstandtherelationshipsinnaturalsystems(e.g.,watercycle,Sun‐Earth‐Moon,ecosystems,observeanddrawadiagramtoshowtheeffectsofflowingwaterinawatershed).

ICanStatements I can represent my predictions and collected data using drawings, diagrams, or models. I can read a chart or diagram and make a prediction based on the observed data.

Resources

Reflections

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PACoreStandard

S5.B.1.1AnchorDescriptor‐S5.B.1.1:Describehowthecellisthebasicunitofstructureandfunctionforalllivingthings.

TaughtinUnit(s)BiologicalScienceExplanation/ExampleofStandardStudentswillunderstandthattheunitofthecellisthebasicbuildingblockforalllivingthingsandwillbeabletocompareitsstructureandfunctionforplantsandanimals.CommonMisconceptions

Organisms exist as a whole and are not made up of smaller parts. Only humans have cells. Only organisms with skin have cells.

BigIdea(s) EssentialQuestion(s)Asstudentsunderstandthecellasthebasicunitofalllivingthings,theywillcomparethefunctionandstructureofplantandanimalcells.

Whatorganismshavecells? Whatisthedifferencebetweenplantand

animalcells? Whatpartsmakeacell?

AssessmentsAnimalandPlantcelllabClassDiscussionTeacherObservationSupplementalWorksheets



Difference between plants and animals. Individual cells are not visible with the naked

eye. Interrelationship between plants and animals

and how they are dependent on each other.

Recognize that all organisms are composed of cells.

Explain the concept of the cell as the basic structural unit of all living things.

Compare the structure and function of basic cell parts in organisms (i.e., plants, animals).

ICanStatements I can describe the difference between plant and animal cells. I can describe the different parts of plant and animal cells. I can show how cells are present in all living things.

Resources

Reflections

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PACoreStandard

S5.B.2.1AnchorDescriptor‐ S5.B.2.1‐ Explainhowcertaininheritedtraitsand/orbehaviorsallowsomeorganismstosurviveandreproducemoresuccessfullythanothers.

TaughtinUnit(s)BiologicalSciencesExplanation/ExampleofStandardStudentswillbeabletoexplainhoworganismsadaptandhowinheritedtraitschangeinorderforthespeciestosurviveandreproducerealizingthatoutsideinfluencealsoplayaroleinthesuccessoftheorganism.CommonMisconceptions

There is no relationship between an organism and its environment that influences its chance to survive and thrive.

Organisms only adapted when they need to. Pollution does not affect an organism if it adapts.

BigIdea(s) EssentialQuestion(s)Whenconsideringthesurvivalofanorganism,certainfactorssuchasitsenvironment,andinheritedandacquiredtraits,playanimportantroleindeterminingsuccess.

Whatenvironmentalfactorsaffectthesurvivalofanorganism?

Whatisthedifferencebetweeninheritedandacquiredtraits?

AssessmentsLabReportClassDiscussionTeacherObservationSupplementalWorksheets



What are traits? Parents pass on traits to their offspring. Organisms change and adapt in order to

survive. Vocabulary

Adaptation Environment Pollution Inherited/acquired

Differentiate between inherited and acquired traits (e.g., scars, injuries).

Explain how inherited traits help organisms survive and reproduce in different environments.

Explain how certain behaviors help organisms survive and reproduce in different environments.

Identify changes in environmental conditions that can affect the survival of populations and entire species.

ICanStatements I can differentiate between inherited and acquired traits. I can describe how adaptation of traits, and how an organisms behave, will increase its chance of survival

and reproduction. I can give examples of how changes in an organism’s environment will affect its survival rate and

population growth. Resources

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Reflections

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PACoreStandard

S5.B.3.1AnchorDescriptor‐S5.B.3.1:Describetherelationshipsbetweenorganismsindifferentecosystems.

TaughtinUnit(s)BiologicalScienceExplanation/ExampleofStandardStudentswillunderstandthatorganismsofalllevels,andfromdifferentorganismsdoimpacteachotherinmanyways.CommonMisconceptions

Ecosystems don’t overlap. Not all organisms fit into a food web.

BigIdea(s) EssentialQuestion(s)Studentswillbeabletoidentifyhowanorganismanditsrolefitintoanecosystem,andusingafoodweb,willbeabletodemonstrateinterconnectednessbetweenecosystems.

Whatisthedifferencebetweenproducers,consumers,anddecomposers?

Describeafoodweb,itsvariousparts,andhowitworks.

AssessmentsLabReportClassDiscussionTeacherObservationSupplementalWorksheets



Concepts of a food web. Various diets of different organisms

Vocabulary Producers, consumers, decomposers Ecosystem Food web

Describe the roles of producers, consumers, and decomposers within a local ecosystem.

Describe the relationships between organisms in different food webs.

ICanStatements I can create an accurate food web. I can determine whether an organism is a producer, consumer, or decomposer.

Resources

http://serc.carleton.edu/sp/mnstep/activities/26565.html (adaptations may be required)

Reflections

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PACoreStandard

S5.B.3.2AssessmentAnchor‐S5.B.3.2‐Explainhowrenewableandnonrenewableresourcesprovideforhumanneeds.

TaughtinUnit(s)BiologicalScienceExplanation/ExampleofStandardStudentswillexplaintheimportanceofrecyclinginordertomaintaintheintegrityofourplanetsothatwecanuserawmaterials,physicalresources,andfossilfuelstomeetourneeds.CommonMisconceptions

We have an unlimited supply of oil. We will never run out of resources because the earth will just make more.

BigIdea(s) EssentialQuestion(s)Studentswillunderstandthedifferencebetweenrenewable,andnonrenewableresources,andtheirroleinpreservingthem.

How do renewable and nonrenewable provide for human needs?

AssessmentsSupplementalWorksheetClassDiscussionLabReport



What is a renewable resource? What is a nonrenewable resource? Recycling and Reusing helps to

conserve Earth’s resources. Vocabulary

Fossil Fuel Alternative fuel Raw Material Physical Resource

Identify fossil fuels and alternative fuels used by humans.

Describe the usefulness of Earth’s physical resources as raw materials for the human-made world.

Explain how different items are recycled and reused.

ICanStatements I can distinguish between renewable and nonrenewable resources. I can identify the difference between fossil fuels and alternative fuels.

Resources

Reflections

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PACoreStandard

S5.C.1.1 Anchor Descriptor - S5.C.1.1: Describe the observable physical properties of matter.

TaughtinUnit(s)PhysicalScienceExplanation/ExampleofStandardStudentswillbeabledifferentiatebetweenvolumeandmassandalsoidentifyvariouscharacteristicpropertiesofmatterthatareindependentofthesetwotypesofmeasurement.CommonMisconceptions

Definition of matter. Mass and Volume are the same. Characteristics are limited to physical descriptions.

BigIdea(s) EssentialQuestion(s)Throughexperimentation,studentsdeterminethedifferencesbetweenmassandvolumeandalsorecordotherphysicalcharacteristicsofmatter.

What is the difference between mass and volume?

What is matter? What types of characteristics can mass have?

AssessmentsTeacherObservationLabLabReportSupplementalWorksheets



All object have characteristics. Vocabulary

Mass Volume Matter

Identify characteristic properties of matter that are independent of mass and volume.

Differentiate between volume and mass.

ICanStatements I can define volume, mass, and matter. I can use observable physical characteristics to determine the difference between mass and volume.

Resources

Reflections

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PACoreStandard

S5.C.1.2

Anchor Descriptor - S5.C.1.2: Describe that matter can undergo chemical and physical changes.

TaughtinUnit(s)PhysicalScienceExplanation/ExampleofStandardThroughexperimentation,studentswillidentifythedifferencesbetweenchemicalandphysicalchangesandexplainhowmatterchangesfromonestatetoanother.CommonMisconceptions

Water is either a solid or a liquid.

BigIdea(s) EssentialQuestion(s)Throughexperimentationphysicalandchemicalchangeisunderstood.Throughthestudyofwater,multipleformsofmatterareunderstoodandapplied.

What are the different forms of matter? How do chemical and physical changes

occur in matter? Assessments

TeacherObservationClassDiscussionLab/LabReportSupplementalworksheets



That water comes in different forms: gas, liquid, and solid.

That matter can change from one form to another.

Vocabulary Chemicalchange

Physical change

Describe how water changes from one state to another.

Identify differences between chemical and physical changes of matter.

ICanStatements I can change matter into different chemical and physical forms.

Resources

http://serc.carleton.edu/sp/mnstep/activities/27811.html http://serc.carleton.edu/sp/mnstep/activities/26884.html

Reflections

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PACoreStandard

S5.C.2.1Anchor Descriptor - S5.C.2.1: Describe basic energy types and sources, and how energy can be changed from one form to another.

TaughtinUnit(s)PhysicalScienceExplanation/ExampleofStandardStudentswillbeabletodescribekineticandpotentialenergy,howtheycanbetransformedwithinasystem,andalsohowenergycanbeconserved.CommonMisconceptions

Energy is electrical, comes from food, or is supplied from the sun. Energy creates movement. Conserving energy is only related to saving electricity.

BigIdea(s) EssentialQuestion(s)Studentsexploreenergytodiscoverthemanyformsthatexistandhowenergycanbetransformed.Studentslearnthedifferencesbetweenpotentialandkineticenergy,andalsohowtheycanconserveenergy.

What are the various forms of energy? What are some things that you can do to

conserve energy? What is energy transformation? What is the difference between potential and

kinetic energy? Assessments




Energy exists in many forms. Definition of the word conserve.

Vocabulary Kinetic energy Potential energy

Describe how energy exists in many forms (e.g., electrical, mechanical, chemical, heat, light, sound) and can be transformed within a system.

Describe how heat energy is usually a byproduct of an energy transformation

Distinguish between kinetic and potential energy.

Explain how energy is conserved.ICanStatements

I can compare and contrast kinetic and potential energy and give examples of each type. I can list multiple way to conserve energy.

Resources

Reflections

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PACoreStandard

S5.C.3.1Anchor Descriptor - S5.C.3.1: Explain the relationships between mass, force, and movement.

TaughtinUnit(s)PhysicalScienceExplanation/ExampleofStandardThroughexperimentation,thestudentswillexplainanddifferentiatebetweenmassandweightofanobjectandalsoitsresistancetochangeinmotion.CommonMisconceptions

Mass and weight are the same measurement.

BigIdea(s) EssentialQuestion(s)Whenthemassandweightofanobjectareunderstood,thestudentcanexplaintheireffectsontheforceofmotion.

What is the difference between the mass and the weight of an object?

How does the weight and mass of an object effect the motion?

AssessmentsTeacherObservationClassDiscussionLab/LabReportSupplementalworksheets



Definition of weight Vocabulary Inertia

Differentiatebetweenthemassandweightofanobject.

Explainhowthemassofanobjectresistschangetomotion(inertia).

ICanStatements I can explain how weight and mass effect motion.

Resources

Reflections

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PACoreStandard

S5.C.3.2

AnchorDescriptor‐S5.C.3.2:Observeandrecognizehowmagnetsandelectricityproducerelatedforces.

TaughtinUnit(s)PhysicalScienceExplanation/ExampleofStandardThroughexperimentationanddemonstration,thestudentswillbeabletoshowtherelationshipbetweenmagnetsandelectricityandtheforcesthattheycreate.CommonMisconceptions

Magnets are fun and really don’t have a purpose. Electricity is created with a light switch.

BigIdea(s) EssentialQuestion(s)Throughunderstandingthatmagnetsandelectricityproducerelatedforces,youwillexploremagneticforceandthevariableswithinanelectriccurrent.

What produces magnetic forces? How do moving magnets produce electric

forces? What is an electrical current?




Whatmagnetsareandwhattheydo.VocabularyCurrentResistanceElectromagnetismVoltage

Recognizethatmovingelectricchargesproducemagneticforcesandmovingmagnetsproduceelectricforces(electromagnetism).

Identifythevariableswithinanelectriccurrent(i.e.,voltage,current,andresistance).

ICanStatements I can create a magnetic force. I can explain how an electric current works and draw and label all of the parts.

Resources


Reflections

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PACoreStandard

S5.D.1.1Anchor Descriptor - S5.D.1.1: Describe constructive and destructive natural processes that form different geologic structures and resources.

TaughtinUnit(s)EarthandSpaceSciencesExplanation/ExampleofStandard

The students will classify changes to the earth’s surface as abrupt or gradual, and also compare and contrast the changes of today with those throughout history.

CommonMisconceptions The Earth’s surface stay the same. Natural disasters happen but are just random.

BigIdea(s) EssentialQuestion(s)Bycomparingandcontrastingabruptandgradualchangesintheearth’ssurface,onewilldiscoversimilaritiesanddifferencesbetweentheearth’ssurfacechangesoftoday,andthoseofthepast.

What causes abrupt changes in the earth’s surface?

What are causes of gradual changes in the earth’s surface?

What are some similarities/differences in changes of the earth’s surface between today and the past?




Location of our country and our state. Flooding and heavy rains cause erosion.

Vocabulary Tsunami convergent tectonic plates Magma divergent Lava transform

Differentiate between abrupt changes in Earth’s surface (e.g., earthquakes, volcanoes, meteor impacts, landslides) and gradual changes in Earth’s surface (e.g., lifting up of mountains, wearing away by erosion).

Explain how geological processes observed today (e.g., erosion, changes in the composition of the atmosphere, volcanic eruptions, earthquakes) are similar to those in the past.

ICanStatements I can differentiate between abrupt and gradual changes. I can define a tectonic plate and describe its movement.

Resources


Reflections

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PACoreStandard

S5.D.1.2Anchor Descriptor - S5.D.1.2: Describe characteristic features of Earth’s water systems and their impact on resources.

TaughtinUnit(s)EarthandSpaceScienceExplanation/ExampleofStandardStudentswillbeabletodeterminetheimportanceofwatersystemsandtheireffectonecosystemsandresources.CommonMisconceptions

Pollution only comes from people and factories. All Streams contain living creatures.

BigIdea(s) EssentialQuestion(s)Weunderstandourresponsibilityforthequalityofwatershedsandwetlandsastheyareimpactedbyotherfactorssuchasphysical,chemical,andbiological.

Why is water quality important for living organisms?

What factors affect our water quality? How is a wetland important to an

ecosystem? Assessments




Watersheds are important to an ecosystem. Humans need to monitor water quality.

Vocabulary

Wetlandecosystemphysicalchemicalbiological

Identify physical, chemical, and biological factors that affect water quality.

Describe the importance of wetlands in an ecosystem.

ICanStatements I can identify the difference between physical, chemical, and biological influences on water quality. I can explain the importance of a wetland to an ecosystem.

Resources

Reflections

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PACoreStandard

S5.D.2.1Anchor Descriptor - S5.D.2.1: Differentiate between weather and climate.

TaughtinUnit(s)EarthandSpaceScienceExplanation/ExampleofStandardStudentswillbeabletoexplainhowtheatmosphericcyclingofwaterfromoceansandlakeseffectstheclimate.CommonMisconceptions

Water is a liquid only. Water can only be found on the surface of the earth. Climate and weather are the same thing.

BigIdea(s) EssentialQuestion(s)Itisnecessarytoknowthedifferencebetweenweatherandclimateandtolearnthatthecyclingofwaterfromlakesandoceanseffectboth.

How do different bodies of water effect climate and weather?

How are climate and weather different?




Basic workings of the water cycle. Definition of lakes, oceans, and other bodies of

water. Vocabulary

ClimateWeatherAtmosphere

Explain how the cycling of water into and out of the atmosphere impacts climatic patterns.

Explain the effects of oceans and lakes on climate.

ICanStatements I can create a diagram that depicts the water cycle. I can explain how water from various sources effects weather patterns. I can compare and contrast weather and climate.

Resources

Reflections

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PACoreStandard

S5.D.3.1AnchorDescriptor‐ S5.D.3.1:Explaintherelationshipsbetweenobjectsinoursolarsystem.

TaughtinUnit(s)EarthandSpaceScienceExplanation/ExampleofStandardStudentswillbeabletocreatemodels,discuss,anddescribe,notonlythegeneralcharacteristicsoftheinnerplanetsbutalsothevariouspatternsoftheearth’srevolutioninrelationtothemoonandsun.CommonMisconceptions

In regards to time, all planets have similar orbits. Planets, other than earth, have similar surface characteristics. Each planet has one moon that is similar to ours.

BigIdea(s) EssentialQuestion(s)Byexaminingthecharacteristicsoftheinnerplanetsandearth’srotationandrevolution,inrelationtothesunandmoon,youwillbetterunderstandthenaturalchangesontheearth.

How do the characteristics of the earth compare to the inner planets of our solar system?

How do the natural movements between the sun, earth, and our moon, effect patterns on our planet?




The sun is the center of our solar system. The moon revolves around earth. Earth’s revolution and rotation direct effects our

system of time. (day and year)

Describe the patterns of Earth’s rotation and revolution in relation to the Sun and Moon (i.e., solar eclipse, phases of the Moon, and time).

Compare the general characteristics of the inner planets of our solar system (i.e., size, orbital path, surface characteristics, and moons).

ICanStatements I can name and discuss various characteristics of the first three planets in our solar system. I can describe the earth’s rotation and revolution in regards to the sun and moon. I can identify the various stages of the moon.

Resources

Reflections

Documents

Science Curriculum 5th Grade - Mifflin County School District · PDF fileMCSD Science Curriculum Map ~ 5th ... purposes and describe the information the instruments ... or explain