Science Curriculum - Deer Valley Unified School … (non- testable) questions. • Ask questions that can be investigated and predict reasonable outcomes based on patterns such as

Deer Valley Unified

School District

Science Curriculum

Fifth Grade

Table of Contents 2014-2015 Science Standards ............................................................................................................................................................................................................ 3

Planning for Science Instruction in 2014-15 .................................................................................................................................................................................... 4

NGSS Science and Engineering Practices 1-4 ................................................................................................................................................................................. 5

NGSS Science and Engineering Practices 5-8 ................................................................................................................................................................................. 6

Next Generation Science Fifth Grade Story Line ........................................................................................................................................................................... 7

Topic: Matter and Its Interactions .................................................................................................................................................................................................. 8

Topic: Forces and Interactions ...................................................................................................................................................................................................... 13

Topic: Energy .................................................................................................................................................................................................................................. 16

Topic: Energy From Air and Water ............................................................................................................................................................................................. 19

Topic: Ecosystems – Interactions, Energy, and Dynamics .......................................................................................................................................................... 21

Topic: Human Body ........................................................................................................................................................................................................................ 24

Topic: Sun, Moon, and Stars.......................................................................................................................................................................................................... 28

Topic: Earth in the Solar System ................................................................................................................................................................................................... 32

Topic: Earth’s Systems ................................................................................................................................................................................................................... 35

Topic: Changes in Environments .................................................................................................................................................................................................. 39

Topic: Levers and Pulleys .............................................................................................................................................................................................................. 43

Topic: History and Nature of Science ........................................................................................................................................................................................... 49

Page 2 of 52 Revised June 2014 Fifth Grade Science

2014-2015 Science Standards

While the final version of the NGSS were released on April 9, 2013,

Arizona has not adopted the NGSS and Arizona’s 2004 Science

Standard is still in effect and will be in effect for the 2014-15 school

year. Science AIMS will continue to be administered to grades 4, 8,

and HS Biology during Spring 2015.


http://www.azed.gov/standards-practices/science-standard/

http://www.azed.gov/standards-practices/science-standard/

Planning for Science Instruction in 2014-15 Published March 2014

A timeframe for adopting new science standards or changing the science assessment in Arizona has not yet been determined.

A big question the Science Team at the ADE receives is “What is happening with the standards and how should I plan for next year?” We currently do not have a firm timeline for when Arizona’s State Board of Education will consider adopting new science standards. During the 2014-15 school year, Arizona’s current Science Standard will still be in effect and the Science AIMS will still be administered Spring 2015 for grades 4, 8, and high school biology. Although Arizona’s science standards aren’t changing for next year, this does not mean that you must continue teaching the way that you did when the standards were first adopted in 2004. We strongly encourage you to begin to shift your instruction to align to the vision of the Framework for K-12 Science Education. This change in instruction involves teaching at the intersection of the three dimensions: science and engineering practices, crosscutting concepts, and the core disciplinary ideas. Additionally, formative or classroom assessments of students should focus more on the students’ abilities to perform at the intersection of these three dimensions, rather than for each dimension in isolation. As you consider how you will modify your curriculum or instruction, think in terms of how to make better connections for your students.

• How can you make better connections between the content objectives (within and between Strands 4, 5, and 6) so they build deeper conceptual understanding for your students?

• How can you teach the current objectives in Strand 1 (inquiry processes) and expand them to the complexity of the eight science and engineering practices in the Framework.

• How can you then connect these eight practices to the content objectives (in Strands 4, 5, and 6) in our current standard? • How can you use these practices to connect to the application objectives (in Strands 2 and 3) and the crosscutting concepts? • How can you embed the AZCCRS Literacy Standards in Reading and Writing to develop a deeper content understanding and support the practices

of constructing explanations, developing and using models, engaging in arguments from evidence, and obtaining, evaluating and communicating information in science?

• How can the performance expectations of the Next Generation Science Standards guide these changes towards making better connections? Consider using the ADE curriculum analysis document posted on our website to help you analyze your lessons. If you are a K-5 teacher, you will find specific curriculum analysis documents aligned with our current science standard and topics to make your analysis easier. You have your work cut out for you. Moving science education to a deeper, more meaningful level with the constraints of our current standards and classroom resources is a challenge. The ADE knows that we have a deep pool of talent in this state willing to rise to this challenge. As we all move forward together, the ADE has two different ways for you to get more involved in the process. We encourage you to apply to serve on a Resource Development and/or Review Team or to apply to serve on a Standards Development/Review team. Each of these teams are important for helping us move closer to new science standards in Arizona.

http://www.azed.gov/standards-practices/files/2014/03/planningscience2014.pdf


http://www.azed.gov/standards-practices/files/2014/03/planningscience2014.pdf

NGSS Science and Engineering Practices 1-4

Asking Questions and Defining Problems

Developing and Using Models Planning and Carrying Out Investigations

Analyzing and Interpreting Data

• Asking questions and defining problems in 3–5 builds on K–2 experiences and progresses to specifying qualitative relationships.

• Ask questions about what would happen if a variable is changed.

• Identify scientific (testable) and non-scientific (non- testable) questions.

• Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

• Use prior knowledge to describe problems that can be solved.

• Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

• Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

• Identify limitations of models. • Collaboratively develop and/or revise

a model based on evidence that shows the relationships among variables for frequent and regular occurring events.

• Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.

• Develop and/or use models to describe and/or predict phenomena.

• Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.

• Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.

• Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.

• Evaluate appropriate methods and/or tools for collecting data.

• Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

• Make predictions about what would happen if a variable changes.

• Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.

• Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations.

• When possible and feasible, digital tools should be used.

• Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships.

• Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

• Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.

• Analyze data to refine a problem statement or the design of a proposed object, tool, or process.

• Use data to evaluate and refine design solutions.


NGSS Science and Engineering Practices 5-8

Use Mathematics and Computational Thinking

Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information

• Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.

• Decide if qualitative or quantitative data are best to determine whether a proposed object or tool meets criteria for success.

• Organize simple data sets to reveal patterns that suggest relationships.

• Describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems.

• Create and/or use graphs and/or charts generated from simple algorithms to compare alternative solutions to an engineering problem.

• Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

• Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).

• Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.

• Identify the evidence that supports particular points in an explanation.

• Apply scientific ideas to solve design problems.

• Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

• Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

• Compare and refine arguments based on an evaluation of the evidence presented.

• Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation.

• Respectfully provide and receive critiques from peers about a proposed procedure, explanation or model.by citing relevant evidence and posing specific questions.

• Construct and/or support an argument with evidence, data, and/or a model.

• Use data to evaluate claims about cause and effect.

• Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

• Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

• Read and comprehend grade- appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical

• ideas and describe how they are supported by evidence.

• Compare and/or combine across complex texts and/or other reliable media to support the engagement in other scientific and/or engineering practices.

• Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices.

• Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.

• Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.


Next Generation Science Fifth Grade Story Line The performance expectations in fifth grade help students formulate answers to questions such as: “When matter changes, does its weight change? How much water can be found in different places on Earth? Can new substances be created by combining other substances? How does matter cycle through ecosystems? Where does the energy in food come from and what is it used for? How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in different seasons?” Fifth grade performance expectations include PS1, PS2, PS3, LS1, LS2, ESS1, ESS2, and ESS3 Disciplinary Core Ideas from the NRC Framework. Students are able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and matter; and systems and systems models are called out as organizing concepts for these disciplinary core ideas. In the fifth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating information; and to use these practices to demonstrate understanding of the core ideas.


Topic: Matter and Its Interactions

Topic: Matter and Its Interactions Arizona Science Standards Next Generation Science Standards Inquiry & Physical Science Physical Sciences (PS)

5-PS1 Matter and Its Interactions S1C1PO2 Formulate predictions in the realm of science based on observed

cause and effect relationships. (5-PS1-4) 5-PS1-1 Students who demonstrate understanding can develop a model to

describe that matter is made of particles too small to be seen. S1C2PO1 Demonstrate safe behavior and appropriate procedures (e.g. use and

care of technology, materials, organisms) in all science inquiry. (5-PS1-4)

5-PS1-2 Students who demonstrate understanding can measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. S5C1PO1 Identify that matter is made of smaller units called: molecules

( H2O, CO2): atoms (H, N, Na) (5-PS1-1) S5C1PO2

Distinguish between mixtures and compounds (5-PS1-2) (5-PS1-3) (5-PS1-4)

5-PS1-3 Students who demonstrate understanding can make observations and measurements to identify materials based on their properties.

S5C1PO3

Describe changes of matter: physical (cutting wood, ripping paper, freezing water); chemical ( burning of wood, rusting of iron, milk turning sour) (5-PS1-2) (5-PS1-3) (5-PS1-4)

5-PS1-4 Students who demonstrate understanding can conduct an investigation to determine whether the mixing of two or more substances results in new substances.


Topic: Matter and Its Interactions Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts

Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

• Develop a model to describe phenomena. (5-PS1-1)

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

• Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (5-PS1-4)

• Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon. (5-PS1-3)

Using Mathematics and Computational Thinking Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.

• Measure and graph quantities such as weight to address scientific and engineering questions and problems. (5-PS1-2)

PS1.A: Structure and Properties of Matter • Matter of any type can be subdivided into

particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects. (5-PS1-1)

• The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2)

• Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3)

PS1.B: Chemical Reactions • When two or more different substances are

mixed, a new substance with different properties may be formed. (5-PS1-4)

• No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) (5-PS1-2)

Cause and Effect • Cause and effect relationships are routinely

identified, tested, and used to explain change. (5-PS1-4)

Scale, Proportion, and Quantity • Natural objects exist from the very small to

the immensely large. (5-PS1-1) • Standard units are used to measure and

describe physical quantities such as weight, time, temperature, and volume. (5-PS1- 2),(5-PS1-3)

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Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems

• Science assumes consistent patterns in natural systems. (5-PS1-2)

Connections to other DCIs in fifth grade: N/A Articulation of DCIs across grade-levels: 2.PS1.A (5-PS1-1),(5-PS1-2),(5-PS1-3),2.PS1.B (5-PS1-2),(5-PS1-4),MS.PS1.A (5-PS1-1),(5-PS1-2),(5-PS1-3),(5-PS1-4),MS.PS1.B (5-PS1-2),(5-PS1-4)


Topic: Matter and Its Interactions Arizona College and Career Ready Standards Connections

English Language Arts Mathematics

5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-PS1- 1)

MP.2 Reason abstractly and quantitatively. (5-PS1-1),(5-PS1-2),(5-PS1-3)

5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5-PS1-2),(5-PS1-3),(5-PS1-4)

MP.4 Model with mathematics. (5-PS1-1),(5-PS1-2),(5-PS1-3)

5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-PS1-2),(5-PS1-3),(5-PS1-4)

MP.5 Use appropriate tools strategically. (5-PS1-2),(5-PS1-3)

5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-PS1-2),(5-PS1-3),(5-PS1-4)

5. NBT.A.1 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-PS1-1)

5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (5-PS1-1)

5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems. (5-PS1-2)

5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. (5-PS1-1)

5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. (5-PS1-1)


Topic: Matter and Its Interactions Enduring Understanding(s)

• Matter is everywhere and everything; it cannot be created or destroyed, even on the molecular level. (5-PS1-3, 5-PS1-4, S5C1PO2, S5C1PO3) Essential Questions Key Concepts

• What is matter made of? (5-PS1-1, S5C1PO1)

• How does the weight of an object compare to the sum of the weight of its parts before and after an interaction? (5-PS1-2, 5-PS1-3, S5C1PO3)

• What causes physical and chemical changes in objects? (5-PS1-3, 5-PS1-4, S5C1PO3)

• What comparisons can be made between the original and new materials? (5-PS1-3, 5-PS1-4, S5C1PO2, S5C1PO3)

• How do these comparisons demonstrate that a change has occurred? (5-PS1-3, 5-PS1-4, S5C1PO2, S5C1PO3)

• A mixture combines two or more materials that retain their own properties

• A solution is a mixture in which one material seems to disappear in another

• A crystal is the solid phase of a material that forms in an identifiable shape or pattern

• When a solid dissolves in a liquid, the solid seems to disappear

• When liquids evaporate, they change into a gas and disperse into the air

• Gas is sometimes a product of a reaction • Reactants are the active chemicals in a reaction • Some products of a reaction are soluble and can

be observed only after evaporating the solution • Molecules are made up of atoms.

• A saturated solution results when a solvent has dissolved as much material as it can

• Solubility refers to the amount of a material that can dissolve in a given solvent

• Concentration is the amount of material dissolved in a measure of liquid

• Volume is the three-dimensional space occupied by liquid

• When a change results from mixing two or more materials, that change is a chemical reaction. A reaction results in new products

• A precipitate is a solid material that sometimes forms as a product of a reaction

• Matter is anything that takes up space and has mass.

• Particles are very tiny or small pieces, atom.

Student Friendly Objectives Academic Vocabulary

• I will make a model that shows matter is made of particles too small to be seen. (5-PS1-1, S5C1PO1)

• I will measure and graph evidence showing that the total amount of matter doesn’t change regardless of heating, cooling or mixing. (5-PS1-3, 5-PS1-4, S5C1PO2, S5C1PO3)

• I will make observations and measurements to identify materials based on their properties. (5-PS1-3, 5-PS1-4, S5C1PO2, S5C1PO3)

• I will perform an experiment to determine if mixing two or more substances results in a new substance. (5-PS1-3, 5-PS1-4, S5C1PO2, S5C1PO3)

• atom • change • chemical reaction • concentration • crystal • dilute • dissolving • elements • evaporation • matter • mixture

• molecule • particles • precipitate • property • reactant • saturated solution • solubility • solute • solution • solvent • volume

Student Examples Illustrating Depth of Knowledge DOK 1 – Recall DOK 2 – Skill Concept DOK 3 – Strategic Thinking DOK 4 – Extended Thinking

Identify that matter is made of smaller units called molecules and atoms.

Describe the cause and effect of a physical and chemical change.

Compare mixtures and solutions; cite evidence from your investigation to evaluate the similarities and differences.

Use the inquiry process to design a new filtering system for separating a mixture or solution.


Topic: Matter and Its Interactions Sample Assessment Items (or learning target)

Developing (below standard)

Proficient (basic understanding of Standard)

Advancing (greater understanding of standard)

Mastery (exceptional understanding of

standard) • No diagram is included. • Student requires support and

accommodations to complete an attempt to separate the mixture or solution.

• An attempt at a diagram is made but lacks details and labeling.

• An attempt has been made to separate the mixture or solution.

• Student requires some assistance.

• A diagram is included, however lacks details.

• The mixture or solution has been separated.

• Student requires little assistance.

• Analyze and explain the data gathered throughout the experiment.

• A detailed diagram of the filter is included with labels.

• The mixture or solution has been separated and identified.

• Student completes this independently.

Suggested Activities/Labs

DVUSD Adopted Resources Supplemental Resources Foss Kits Mixtures and Solutions Reading Street- Leveled Reader

Core Six- Vocabulary Code Study Jams


http://www.fossweb.com/home

https://www.pearsonsuccessnet.com/snpapp/login/PsnLandingPage.jsp?showLandingPage=true

http://studyjams.scholastic.com/studyjams/jams/science/index.htm

Topic: Forces and Interactions

Topic: Forces and Interactions Arizona Science Standards Next Generation Science Standards

Physical Science & Earth and Space Science Physical Sciences (PS) 5-PS2 Motion and Stability: Forces and Interactions

S5C2PO1 Describe the following forces: gravity and friction. (5-PS2-1) 5-PS2-1 Students who demonstrate understanding can support an argument that the gravitational force exerted by Earth on objects is directed down

S6C2PO4 Describe the role of gravity as an attractive force between celestial objects. (5-PS2-1

Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

• Support an argument with evidence, data, or a model. (5- PS2-1)

PS2.B: Types of Interactions • The gravitational force of Earth acting on an

object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)

Cause and Effect • Cause and effect relationships are routinely

identified and used to explain change. (5-PS2-1)

Connections to other DCIs in fifth grade: N/A Articulation of DCIs across grade-levels: 3.PS2.A (5-PS2-1),3.PS2.B (5-PS2-1),MS.PS2.B (5-PS2-1),MS.ESS1.B (5-PS2-1),MS.ESS2.C (5-PS2-1)

Arizona College and Career Ready Standards Connections English Language Arts Mathematics

5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-PS2-1)

N/A

5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-PS2-1)

5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-PS2-1)


Topic: Forces and Interactions Enduring Understanding(s)

• The relationship between force and motion. (5-PS2, S5C2PO1) Essential Questions Key Concepts

• How is universal gravitation influence by the mass of an object? (5-PS2, S5C2PO1)

• What effects do balanced and unbalanced forces have in an object? (5-PS2, S6C2PO4)

• The larger the object the more gravitational pull it exerts. • Gravity is the attraction between two masses.

Student Friendly Objectives Academic Vocabulary • I will demonstrate an understanding that the gravitational force exerted by

Earth on objects is directed down. (5-PS2, S5C2PO1) • acceleration • distance • force • friction • gravity • inertia • laws of gravity • mass

• matter • momentum • motion • pull • push • speed • velocity


Recognize that Earth has a gravitational force.

Predict what the effect would be if there was no gravity on Earth.

Cite evidence to compare and contrast the gravitational forces on the Earth and the Moon.

Design an experiment to apply the learned concepts to one of Newton’s Laws of gravity.


Topic: Forces and Interactions Sample Assessment Items (or learning target)





standard) • Demonstrates understanding

of the concept, not Newton’s Laws.

• Student requires support and accommodations to complete an attempt to design an experiment on Newton’s Laws.

• Demonstrates an understanding for Newton’s Law, however cannot prove theory.

• An attempt has been made to design an experiment of Newton’s Laws.


• Demonstrates an understanding and cites evidence to prove theory.

• Experiment has been created using the inquiry process.


• Analyze and explain the data gathered throughout the experiment.

• Develop a logical argument that proves Newton’s Law as demonstrated in the experiment.


Suggested Activities/Labs Rube Goldberg Activity

DVUSD Adopted Resources Supplemental Resources Reading Street Foss Kit- Levers and Pulley

www.Nasa.gov http://science.discovery.com/interactives/literacy/newton/newton.html Gravity and Falling objects Study Jams Core Six- Vocabulary Code



http://www.nasa.gov/

http://science.discovery.com/interactives/literacy/newton/newton.html

http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfe.lp_gravity/gravity-and-falling-objects/


Topic: Energy

Topic: Energy Arizona Science Standards Next Generation Science Standards

Inquiry Physical Sciences (PS) 5-PS3 Energy

S1C1PO3 Locate information related to an investigation. (5-PS3-1) 5-PS3-1 Students who demonstrate understanding can use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

S1C2PO5 Record data in an organized and appropriate format.(5-PS3-1)

Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

• Use models to describe phenomena. (5-PS3-1)

PS3.D: Energy in Chemical Processes and Everyday Life

• The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)

LS1.C: Organization for Matter and Energy Flow in Organisms

• Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1)

Energy and Matter • Energy can be transferred in various ways

and between objects. (5-PS3-1)

Connections to other DCIs in fifth grade: N/A Articulation of DCIs across grade-levels: K.LS1.C (5-PS3-1),2.LS2.A (5-PS3-1),4.PS3.A (5-PS3-1),4.PS3.B (5-PS3-1),4.PS3.D (5-PS3-1),MS.PS3.D (5-PS3-1),MS.PS4.B (5-PS3-1),MS.LS1.C (5-PS3-1),MS.LS2.B (5-PS3-1)


5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-PS3- 1)

N/A

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-PS3-1)


Topic: Energy Enduring Understanding(s)

• Use models to describe that energy in animals’ food was once energy from the sun. (5-PS3-1 S1C1PO3, S1C2PO5) Essential Questions Key Concepts

• How do animals get energy from the sun? (5-PS3-1, S1C1PO3, S1C2PO5)

• How do animals use their energy to sustain life? (5-PS3-1, S1C1PO3, S1C2PO5)

• How is energy transferred and transformed as it flows through a food chain? (5-PS3-1 S1C1PO3, S1C2PO5)

• Energy comes from the sun. • Energy is used sustain body functions.

Student Friendly Objectives Academic Vocabulary • I will connect the sun to energy in animals. • I will draw conclusions between energy and growth, repair, motion,

and body heat.(5-PS3-1, S1C1PO3, S1C2PO5) • I will locate relevant information. (5-PS3-1 S1C1PO3, S1C2PO5) • I will record relevant information in my own words. (5-PS3-1

S1C1PO3, S1C2PO5)

• energy • food web • heat • transfer


Explain how energy is transferred from the sun to animals.

Construct a flow chart demonstrating the transfer of energy form the sun to animals.

Investigate and cite evidence to show how you would adjust to the lack of sun light if you lived at the North Pole during winter.

Design a new way to harness the sun’s energy.


Topic: Energy Sample Assessment Items (or learning target)





standard) • Demonstrates an

understanding that the sun produces energy and that animals consume this energy.

• Student requires support and accommodations to complete an attempt to design a new way to harness the sun’s energy.

• Demonstrates an understanding that the sun produces energy and that animals consume this energy.

• An attempt has been made to design a new way to harness the sun’s energy, however the design lacks originality.



• A design has been created using the engineering process and is innovative in approach.



• Uses the engineering process to design and create a model.



DVUSD Adopted Resources Supplemental Resources Reading Street Energy in organisms Smart lesson-

https://njctl.org/courses/science/5th-grade-science/energy-in-organisms/# Study Jams Core Six- Vocabulary Code



https://njctl.org/courses/science/5th-grade-science/energy-in-organisms/


Topic: Energy From Air and Water

Topic: Energy From Air and Water Arizona Science Standards Next Generation Science Standards

Inquiry Life Sciences (LS) 5-LS1 From Molecules to Organisms: Structures and Processes

S1C1PO1

Formulate a relative question through observations that can be tested by an investigation. (5-LS1-1)

5-LS1-1 Students who demonstrate understanding can support an argument that plants get the materials they need for growth chiefly from air and water. S1C2PO2 Plan a simple investigation that indicates the variables to be

controlled.(5-LS1-1) Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts

Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

• Support an argument with evidence, data, or a model. (5-LS1-1)

LS1.C: Organization for Matter and Energy Flow in Organisms

• Plants acquire their material for growth chiefly from air and water. (5-LS1-1)

Energy and Matter • Matter is transported into, out of, and within

systems. (5-LS1-1)

Connections to other DCIs in fifth grade: 5.PS1.A (5-LS1-1) Articulation of DCIs across grade-levels: K.LS1.C (5-LS1-1),2.LS2.A (5-LS1-1),MS.LS1.C (5-LS1-1)


5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-LS1-1)

MP.2 Reason abstractly and quantitatively. (5-LS1-1)

5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-LS1-1)

MP.4 Model with mathematics. (5-LS1-1)

5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-LS1-1)

MP.5 Use appropriate tools strategically. (5-LS1-1)

5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. (5-LS1-1)


Topic: Energy From Air and Water Enduring Understanding(s)

• Plants get the materials they need for growth mainly form air and water. (5-LS1-1, S1C1PO1, S1C2PO2) Essential Questions Key Concepts

• Where do plants get the materials they need for growth and development? (5-LS1-1, S1C1PO1, S1C2PO2)

• Plant nutrients come from air and water not soil.

Student Friendly Objectives Academic Vocabulary • I will demonstrate how plants use air and water to get the materials they

need for growth. (5-LS1-1, S1C1PO1, S1C2PO2) • energy • matter • process • systems


Recognize that plants use air and water to sustain life.

Make observations and collect the data of plants consuming materials from water and air.

Construct a diagram demonstrating knowledge that plants get materials from air and water.

Prove an argument that plants derive most of their materials for growth from air and water. Design a model using only air and water for plant growth.

Sample Assessment Items (or learning target) Developing

(below standard) Proficient

(basic understanding of Standard) Advancing

(greater understanding of standard) Mastery

(exceptional understanding of standard)

• Demonstrates an understanding that air and water provide materials for plant growth.

• Student requires support and accommodations to understand that plants get the majority of their materials from air and water.




• Give proof that air and water provide the majority of the materials for plant growth.


• Synthesize how air and water both separately and together provide the majority of the materials for plant growth.

• Cite evidence to support the claim that air and water provide materials for plant growth.

• Uses the engineering process to design and create a model.



DVUSD Adopted Resources Supplemental Resources Reading Street Energy in organisms Smart lesson-

https://njctl.org/courses/science/5th-grade-science/energy-in-organisms/# Study Jams Core Six- Vocabulary Code



https://njctl.org/courses/science/5th-grade-science/energy-in-organisms/


Topic: Ecosystems – Interactions, Energy, and Dynamics

Topic: Ecosystems – Interactions, Energy, and Dynamics Arizona Science Standards Next Generation Science Standards

Inquiry Life Sciences (LS) 5-LS2 Ecosystems: Interactions, Energy, and Dynamics

S1C4PO1 Communicate verbally or in writing the results of an inquiry 5-LS2-1 Students who demonstrate understanding can develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

S1C4PO2 Choose an appropriate graphic representation for collected data: bar graph, line graph, Venn diagram, or model.

S1C4PO3 Communicate with other groups or individuals to compare the results of a common investigation.

Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts Developing and Using Models Modeling in 3–5 builds on K–2 models and progresses to building and revising simple models and using models to represent events and design solutions.

• Develop a model to describe phenomena. (5-LS2-1)

LS2.A: Interdependent Relationships in Ecosystems

• The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

• Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment. (5-LS2-1)

Systems and System Models • A system can be described in terms of its

components and their interactions. (5-LS2- 1) -----------------------------------------------------

Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

• Science explanations describe the mechanisms for natural events. (5-LS2-1)

Connections to other DCIs in fifth grade: 5.PS1.A (5-LS2-1),5.ESS2.A (5-LS2-1) Articulation of DCIs across grade-levels: 2.PS1.A (5-LS2-1),2.LS4.D (5-LS2-1),4.ESS2.E (5-LS2-1),MS.PS3.D (5-LS2-1),MS.LS1.C (5-LS2-1),MS.LS2.A (5-LS2-1),MS.LS2.B (5-LS2-1)


Topic: Ecosystems – Interactions, Energy, and Dynamics Arizona College and Career Ready Standards Connections


5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-LS2-1)

MP.2 Reason abstractly and quantitatively. (5-LS2-1)

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-LS2-1)

MP.4 Model with mathematics. (5-LS2-1)

Enduring Understanding(s) • Scientists use models to demonstrate that matter moves among plants, animals, decomposers, and the environment. (5-LS2-1, S1C4PO1, S1C4PO2, SIC4PO3)

Essential Questions Key Concepts • How does matter move through plants? (5-LS2-1, S1C4PO1, S1C4PO2,

SIC4PO3) • How does matter move through animals? (5-LS2-1, S1C4PO1,

S1C4PO2, SIC4PO3) • How does matter move through decomposers? (5-LS2-1, S1C4PO1,

S1C4PO2, SIC4PO3) • How does matter move through the environment? (5-LS2-1, S1C4PO1,

S1C4PO2, SIC4PO3) • How does matter move through an entire ecosystem? (5-LS2-1,

S1C4PO1, S1C4PO2, SIC4PO3)

• Food of almost any kind originates from plants. • Understand the flow of an environmental system. • Decomposers break down materials and return to soil. • Matter cycles between the air and soil and among living things.

Student Friendly Objectives Academic Vocabulary • I will create a web showing the flow of energy in an environmental

system. (5-LS2-1, S1C4PO1, S1C4PO2, SIC4PO3) • I will classify living and nonliving organisms in an ecosystem. (5-LS2-1,

S1C4PO1, S1C4PO2, SIC4PO3) • I will investigate the relationships within an ecosystem. (5-LS2-1,

S1C4PO1, S1C4PO2, SIC4PO3)

• communities • decomposer • ecosystem • environment • food web

• living (biotic) • matter • nonliving (abiotic) • organisms • population


Label a food web. Compare two ecosystems; make observations between the similarities and differences of each.

Use concepts to solve non-routine problems when a new organism is introduced to an ecosystem.

Read two or more informational texts and graphic illustrations then write an informative/explanatory essay analyzing the negative effects humans have had on different ecosystems.


Topic: Ecosystems – Interactions, Energy, and Dynamics Sample Assessment Items (or learning target)





standard) • Use a minimum of one source

to gather information. • Use flow map to organize

information. • Only part of the writing

process is represented. • Student requires support and

accommodations to understand humans have had a negative impact on ecosystems.

• Use multi flow map to organize information.

• Cites one source of evidence supporting the argument that humans have had a negative effect on an ecosystem.

• Include all parts of the writing process.


• Use multi flow map to organize information

• Cites two sources of evidence supporting the argument that humans have had a negative effect on an ecosystem.



• Use a multi flow map to organize information.


• Cites multiple sources of evidence supporting the argument that humans have had a negative effect on an ecosystem.



DVUSD Adopted Resources Supplemental Resource Reading Street Study Jams

http://schools.nyc.gov/NR/rdonlyres/947F6E99-EFE9-4826-9DBD-DF9163A8651F/0/NYCDOE_G5_LiteracyScience_Ecosystems_Final.pdf Core Six- Vocabulary Code




http://schools.nyc.gov/NR/rdonlyres/947F6E99-EFE9-4826-9DBD-DF9163A8651F/0/NYCDOE_G5_LiteracyScience_Ecosystems_Final.pdf

http://schools.nyc.gov/NR/rdonlyres/947F6E99-EFE9-4826-9DBD-DF9163A8651F/0/NYCDOE_G5_LiteracyScience_Ecosystems_Final.pdf

Topic: Human Body

Topic: Human Body Arizona Science Standards: Life Science

S4C1PO1 Identify the functions and parts of the skeletal system: protection (rib cage, cranium); support (vertebrae); movement (pelvis, femur, hip)

N/A

S4C1PO2 Identify the following types of muscles: cardiac (heart); smooth (stomach); skeletal (biceps)

S4C1PO4 Distinguish between voluntary and involuntary responses S4C1PO3 Identify the functions and parts of the nervous system:

control center (brain); relay mechanism (spinal cord); transport messages (nerves)


5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text (S4C1PO1-4)

MP.2 Reason abstractly and quantitatively. (S4C2PO1-4)

MP.5 Use appropriate tools strategically.(S4C2PO1-4)

5.W.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly (S4C1PO1-4)

MP.6 Attend to precision.(S4C2PO1-4)

5.RI.3

Explain the relationship or interactions between two or more individual, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (S4C1PO1-4)

5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.(S4C1PO1-4)


Topic: Human Body Enduring Understanding(s)

• Understand that there are many parts to the human skeletal system; each with a different job.(S4C1PO1) • Understand there are different types of joints in the human body.(S4C1PO2) • Understand that in order for movement to happen, muscles, tendons, and ligaments must work together.(S4C1PO2) • Understand that movement in the body is both voluntary and involuntary.(S4C1PO3) • Understand that the nervous system is vital to the human body and consists of many different parts.(S4C1PO4)

Essential Questions Key Concepts • What are the parts of the human skeletal

system?(S4C1PO1-4) • What are the jobs of the human skeletal

system?(S4C1PO1-4) • What are the different types of joints in

the human body?(S4C1PO2) • How do muscles, tendons, and ligaments

work together?(S4C1PO2) • How is movement in the body both

voluntary and involuntary?(S4C1PO3) • How is the nervous system vital to the

human body?(S4C1PO4) • What are the parts of the nervous

system?(S4C1PO4)

• The central nervous system is made up of the spinal cord and the brain.

• The spinal cord conducts sensory information from the peripheral nervous system.

• The brain receives sensory input form the spinal cord as well as from its own nerves.

• The cerebellum coordinates body movements. • The cerebellum is divided into two hemispheres. • Neurons, often known as the nerve cells, are the

major class of cells in the nervous system. • Neurons generate electrical signals. • The action of bones, muscles, and the central

nervous system working together is called coordination.

• The stimulus is an event that triggers a response. It is often information received through the senses.

• A response is a reaction to a stimulus. • Response time is the length of time between a

stimulus and a response. • Practice increases muscle strength and

reinforces neural pathways. • Coordinated humans generally respond to visual

stimuli in less than a quarter of a second. • The main function of muscles is to provide

movement. • When muscles contract, the body moves. • Muscles provide coordination and structure for

the body.

• Muscles attach to bones with tissues called tendons.

• Ligaments attach bone to bone. • The structure of bone is related to its function. • The human body has an articulated skeleton:

jointed or joined in sections. • The human skeleton has three types of joints:

hinge, ball and socket, and gliding. • Different types of joints allow the body to move

in different ways. • The place where two bones come together is a

joint. • An opposable thumb is positioned opposite the

other fingers. • Articulated hands with opposable thumbs are

essential for performing intricate tasks. • The human, rodent, and chick leg bones have

general similarities and specific differences. • A human body can move in many ways. • Bones have a variety of forms. • The shape of a bone is often a clue to its

function. • Bones have three major functions in the human

body: support, protection, and locomotion. • The number and kinds of bones in an organism

are inherited characteristics. • Bones of many mammals are similar in number

and shape, but different in size.


Topic: Human Body Student Friendly Objectives Academic Vocabulary

• I will identify the functions and parts of the human skeletal system.(S4C1PO1)

• I will identify and investigate the different parts of joints in the human skeletal system.(S4C1PO2)

• I will identify and demonstrate how muscles, tendons, and ligaments work together.(S4C1PO2)

• I will investigate and observe the differences between voluntary and involuntary responses.(S4C1PO3)

• I will identify the functions and parts of the nervous system.(S4C1PO4)

• articulated • ball-and-socket joint • biceps • bones • brain stem • cartilage • central nervous system • cerebellum • cerebral cortex • cerebral medulla • cerebrum • coccyx • compensate • contract • coordination • cortex • cramp • extensors • neuron • opposable thumb • pelvis • protection • radius • response • response time • scapula • skeleton • skull • sprain

• femur • fixed joints • flex • flexors • fuse • gliding joint • hemispheres • hinge joint immobilize • humerus • joint • ligament • lobes • locomotion • medulla oblongata • movement • muscle • muscle tone • nerves • sternum • stimulus • stirrup • strained muscle • support sutures • tendon • tissue • torso • triceps • ulna


Label the parts of the skeletal system, nervous system, muscle system and define involuntary and voluntary.

Show how the systems work together and independently.

Construct a model of each system. Apply concepts learned to write a persuasive letter to the brain as to why the body needs your system.


Topic: Human Body Sample Assessment Items (or learning target)





standard) • Some of the parts of the

writing process are completed. • One system has been included. • The stand is unclear as to

which system should be kept. • None or few justifications

have been made for the system.

• Student requires support and accommodations.

• Most of the parts of the writing process are completed.

• Two or more systems has been included.

• A stand has been made as to which system should be kept.

• At least one justification has been made for the system.


• All parts of the writing process are completed.

• Three or more systems have been included.

• A clear stand has been made as to which system should be kept.

• Some justifications have been made for the system, but is lacking cohesion.



• All systems have been included.

• A clear stand has been made as to which system should be kept.

• Justifications have been made for the system.


Suggested Activities/Labs • Persuasive letter/ essay • Creating models of each system

DVUSD Adopted Resources Supplemental Resources Foss Kits Human Body Reading Street- Leveled Reader

Brainpop Study Jams Edheads Core Six- Vocabulary Code




http://www.brainpop.com/


http://www.edheads.org/

Topic: Sun, Moon, and Stars

Topic: Sun, Moon, and Stars Arizona Science Standards Next Generation Science Standards Earth and Space Science Earth and Space Science (ESS)

5-ESS1 Earth’s Place in the Universe S6C2PO1 Describe how the Moon’s appearance changes during a four-week

lunar cycle. (5-ESS1-2) 5-ESS1-1 Students who demonstrate understanding can support an argument

that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. S6C2PO2 Describe how Earth’s rotation results in day and night at any

particular location (5-ESS1-2) S6C2PO3 Distinguish between revolution and rotation (5- ESS1-2) 5- ESS1-2 Students who demonstrate understanding can represent data in

graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

S6C3PO4 Describe the change in position and motion of the following objects in the sky over time: real motion (Moon, planets); apparent motion (due to the motion of the Earth) – Sun, Moon, stars (5-ESS1-1)

S6C3PO5 Explain the apparent motion of the Sun and stars. (5-ESS1-1) Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts

Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

• Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2)

Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

• Support an argument with evidence, data, or a model. (5- ESS1-1)

ESS1.A: The Universe and its Stars • The sun is a star that appears larger and

brighter than other stars because it is closer. Stars range greatly in their distance from Earth. (5-ESS1-1)

ESS1.B: Earth and the Solar System • The orbits of Earth around the sun and of the

moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year. (5-ESS1-2)

Patterns • Similarities and differences in patterns can

be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. (5- ESS1-2)

Scale, Proportion, and Quantity • Natural objects exist from the very

small to the immensely large. (5-ESS1-1)

Connections to other DCIs in fifth grade: N/A Articulation of DCIs across grade-levels: 1.ESS1.A (5-ESS1-2),1.ESS1.B (5-ESS1-2),3.PS2.A (5-ESS1-2),MS.ESS1.A (5-ESS1-1),(5-ESS1-2),MS.ESS1.B (5-ESS1-1),(5-ESS1-2)


Topic: Sun, Moon, and Stars Arizona College and Career Ready Standards Connections


5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS1-1)

MP.2 Reason abstractly and quantitatively. (5-ESS1-1),(5-ESS1-2)

5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-ESS1-1)

MP.4 Model with mathematics. (5-ESS1-1),(5-ESS1-2)

5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (5-ESS1-1)

5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. (5-ESS1-1)

5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS1-1)

5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS1-2)

5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-ESS1-1)

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS1-2)


Topic: Sun, Moon, and Stars Enduring Understanding(s)

• Understand that the distance from a star affects its apparent brightness. (5-ESS1-1, 50ESS1-2, S6C2PO1, S6C2PO2, S6C2PO3, S6C2PO4, S6C3PO5) • Understand that rotation and revolution affect the outcomes of shadows, length of day and night, and the seasonal appearance of some stars in the night sky. (5-

ESS1-1, 50ESS1-2, S6C2PO1, S6C2PO2, S6C2PO3, S6C2PO4, S6C3PO5) Essential Questions Key Concepts

• What predictable observable patterns occur as a result of the interaction between Earth, moon, and sun? (5-ESS1-1, 50ESS1-2, S6C2PO1, S6C2PO2, S6C2PO3, S6C2PO4, S6C3PO5)

• What characteristics does our sun share with other stars? (5-ESS1-1, 5-ESS1-2, S6C3PO4, S6C3PO5)

• What is revolution? (5-ESS1-1, 5-ESS1-2, S6C3PO4, S6C3PO5) • What is rotation? (5-ESS1-1, 5-ESS1-2, S6C3PO4, S6C3PO5)

• Earth’s rotation results in day and night at any particular location • Sun is a star that appears larger and brighter than other stars because it is

closer to Earth. • Stars range greatly in their distance from Earth. • Orbital patterns occur between the Earth, moon, and sun.

Student Friendly Objectives Academic Vocabulary • I will describe how Earth’s rotation results in day and night at any

particular location. (5-ESS1-1, 50ESS1-2, S6C2PO1, S6C2PO2, S6C2PO3, S6C2PO4, S6C3PO5)

• I will distinguish between revolution and rotation. (5-ESS1-1, 5-ESS1-2, S6C3PO4, S6C3PO5)

• I will rationalize why the sun appears so bright. (5-ESS1-1, 50ESS1-2, S6C2PO1, S6C2PO2, S6C2PO3, S6C2PO4, S6C3PO5)

• apparent • axis • lunar • moon phases • orbit • revolution • rotation • solar system • star • sun • universe


Label a diagram of the orbital patterns of the Earth, moon, and sun.

Discuss the cause and effects of the orbital patterns of the Earth, moon, and sun.

Explain the orbital patterns of the Earth, moon, and sun.

Create, analyze, and explain a working model of the orbital patterns of the Earth, moon, and sun.


Topic: Sun, Moon, and Stars Sample Assessment Items (or learning target)





standard) • Creation of working model. • Student requires support and

accommodations to understand humans have had a negative impact on ecosystems.

• Creation of working model. • Explanation of model lacking

specific details. • Student requires some

assistance.

• Creation of working model. • Explanation of model. • Student requires little

assistance.

• Creation of working model. • Analyze all parts to be

included in the model. • Explanation of analytical

results. • Student completes this

independently. Sample Performance Tasks

• Create, analyze, and explain a working model of the orbital patterns of the Earth, moon, and sun.

Suggested Activities/Labs • Study Jams • Core Six- Vocabulary Code

DVUSD Adopted Resources Foss Kits Sun, Moon, and Stars Reading Street- Leveled Reader





Topic: Earth in the Solar System

Topic: Earth in the Solar System Arizona Science Standards Next Generation Science Standards Earth and Space Science

S6C3PO1 Identify the known planets of the solar system. N/A S6C3PO2 Describe the distinguishing characteristics of the known

planets in the solar system. S6C3PO3 Describe various objects in the sky (asteroids, comets, stars,

meteors/shooting stars). S6C3PO6 Describe efforts to explore space (Apollo missions, space

shuttles, Hubble space telescope, space probes). Arizona College and Career Ready Standards Connections

English Language Arts Mathematics 5.W.2 Write informative/ explanatory texts to examine a topic and

convey ideas and information clearly. MP.2 Reason and abstractly and quantitatively.

5.SL.2 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.


Topic: Earth in the Solar System Enduring Understanding(s)

• Space consists of many different types of objects.( S6C3PO1-3) • Efforts of space exploration. ( S6C3PO6)

Essential Questions Key Concepts • What are the eight identified planets in the solar system? ( S6C3PO1) • What are the distinguishing characteristics of the known planets of the

solar system? ( S6C3PO2) • What are the various objects in the sky? ( S6C3PO3) • What were the efforts to explore space?( S6C3PO6)

• There are eight identified planets in our solar system. • Each planet has its own distinguishing characteristics that set it apart from

other planets. • Planets are classified as gaseous or rocky. • There are various objects in the sky which include asteroids, comets, stars,

meteors/shooting stars. • Efforts of space exploration.

Student Friendly Objectives Academic Vocabulary • I will identify the known planets.( S6C3PO1) • I will describe the distinguishing characteristics of the known planets of

the solar system.( S6C3PO2) • I will describe various objects in the sky.( S6C3PO3) • I will describe efforts to explore space.( S6C3PO6)

• asteroids • comets • Earth • Jupiter • Mars • Mercury • meteors • Neptune • Pluto • Saturn • Uranus • Venus


Identify objects in the solar system. Identify patterns within the objects in the solar system.

Draw conclusions about the relationships of objects in the solar system.

Create a travel brochure to analyze the relationships between the Earth and other objects in the solar system.


Topic: Earth in the Solar System Sample Assessment Items (or learning target)





standard) • Create a travel brochure for at

least one object in the solar system.

• Some of the parts of the writing process are completed.

• Few to no justifications have been made for the connections between objects.

• Student requires support and accommodations.

• Create a travel brochure for at least two objects in the solar system.

• Most of the parts of the writing process are completed.

• Some justifications have been made for the connections between objects, but lack details.


• Create a travel brochure for at least three objects in the solar system.


• Some justifications have been made for the connections between objects.


• Apply concepts learned to analyze objects in space.

• Create a travel brochure for at least four objects in the solar system.


• Several justifications have been made for the connections between objects.



DVUSD Adopted Resources Supplemental Resources Foss Kit- Sun, Moon, and Stars Story Bots- Outer Space videos

Schoolhouse rock videos Scholastic units Study Jams Core Six- Vocabulary Code


http://www.fossweb.com/

http://www.storybots.com/videos

http://www.scholastic.com/teachers/unit/solar-system-everything-you-need


Topic: Earth’s Systems

Topic: Earth’s Systems Arizona Science Standards Next Generation Science Standards

Inquiry Earth and Space Sciences (ESS) 5-ESS2 Earth’s Systems

S1C3PO1 Analyze data obtained in a scientific investigation to identify trends. 5-ESS2-1 Students who demonstrate understanding can develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

S1C3PO2 Analyze whether the data is consistent with the proposed explanation that motivated the investigation.

S1C3PO3 Evaluate the reasonableness of the outcome of the investigation. 5-ESS2-2 Students who demonstrate understanding can describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

S1C3PO4 Develop new investigations and predictions based on questions that arise from the findings of an investigation.

S1C3PO5 Identify possible relationships between variable in simple investigations (e.g. time and distance, incline and mass of object).

Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

• Develop a model using an example to describe a scientific principle. (5-ESS2-1)

Using Mathematics and Computational Thinking Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.

• Describe and graph quantities such as area and volume to address scientific questions. (5-ESS2-2)

ESS2.A: Earth Materials and Systems • Earth’s major systems are the geosphere (solid

and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)

ESS2.C: The Roles of Water in Earth’s Surface Processes

• Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)

Scale, Proportion, and Quantity • Standard units are used to measure and

describe physical quantities such as weight and volume. (5-ESS2-2)


components and their interactions. (5-ESS2-1)

Connections to other DCIs in fifth grade: N/A Articulation of DCIs across grade-levels: 2.ESS2.A (5-ESS2-1),2.ESS2.C (5-ESS2-2),3.ESS2.D (5-ESS2-1),4.ESS2.A (5-ESS2-1),MS.ESS2.A (5-ESS2-1),MS.ESS2.C (5-ESS2-1),(5-ESS2-2),MS.ESS2.D (5-ESS2-1),MS.ESS3.A (5-ESS2-2)


Topic: Earth’s Systems Arizona College and Career Ready Standards Connections


5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-ESS2- 1),(5-ESS2-2)

MP.2 Reason abstractly and quantitatively. (5-ESS2-1),(5-ESS2-2)

5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS2-2)

MP.4 Model with mathematics. (5-ESS2-1),(5-ESS2-2)

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS2-1),(5-ESS2-2)

5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1)


Topic: Earth’s Systems Enduring Understanding(s)

• Understand the ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3, S1C3PO4, S1C3PO5) Essential Questions Key Concepts

• What is a geosphere? (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3, S1C3PO4, S1C3PO5)

• What is the hydrosphere? (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3, S1C3PO4, S1C3PO5)

• What is the atmosphere? (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3, S1C3PO4, S1C3PO5)

• What is the biosphere? (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3, S1C3PO4, S1C3PO5)

• How do systems interact to affect Earth’s surface materials and processes? (5-ESS2-1, 5-ESS2-2, S1C3PO1, S1C3PO2, S1C3PO3, S1C3PO4, S1C3PO5)

• Where is available water located? (5-ESS2-1, 5-ESS2-2, S1C3PO1, S1C3PO2, S1C3PO3, S1C3PO4, S1C3PO5)

• Geosphere is solid and molten rock, soil, and sediments. • Hydrosphere is water and ice. • Atmosphere is air. • Biosphere is all living things including humans. • Nearly all of Earth’s available water is in the ocean. • Most fresh water is in glaciers or underground; only a small fraction is in

streams lakes, wetlands, and atmosphere. • Patterns of weather. • Systems interact in multiple ways to affect Earth’s surface materials and

processes.

Student Friendly Objectives Academic Vocabulary • I will explain the geosphere. (5-ESS2-1, S1C3PO1, S1C3PO2,

S1C3PO3, S1C3PO4, S1C3PO5) • I will explain the hydrosphere. (5-ESS2-1, S1C3PO1, S1C3PO2,

S1C3PO3, S1C3PO4, S1C3PO5) • I will explain the atmosphere. (5-ESS2-1, S1C3PO1, S1C3PO2,

S1C3PO3, S1C3PO4, S1C3PO5) • I will explain the biosphere. (5-ESS2-1, S1C3PO1, S1C3PO2,

S1C3PO3, S1C3PO4, S1C3PO5) • I will analyze the interactions of the geosphere, hydrosphere,

atmosphere, and biosphere. (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3, S1C3PO4, S1C3PO5)

• atmosphere • biosphere • climate • geosphere • glaciers • hydrosphere • weather patterns • wetlands


Recognize the components and differences of each system.

Identify patterns that exist between the systems.

Construct a graph showing the amounts and percentages of water found in oceans, lakes, rivers, glaciers, polar ice caps, and ground water.

Design and build a model representing each system learned (geosphere, biosphere, atmosphere, and hydrosphere). Clearly demonstrate the interactions of the systems by pairing them together.


Topic: Earth’s Systems Sample Assessment Items (or learning target)





standard) • Design and build a working

model using one or more systems.

• Student requires support and accommodations to understand the basic components of all four systems.

• Design and build a working model using two or more systems.

• Make connections between the interactions of at least two of the systems.


• Design and build a working model using three or more systems.

• Make connections between the interactions of all the systems.


• Design and build a working model using all four systems.

• Make connections between the interactions of all the systems.


Suggested Activities/Labs • Build a biosphere: www.kidsgardening.org/node/12931 • http://cranberrycorner.blogspot.com/2010/07/summer-fun-ecosystem-edition.html

DVUSD Adopted Resources Supplemental Resources Reading Street Study Jams

Core Six- Vocabulary Code


http://www.kidsgardening.org/node/12931

http://cranberrycorner.blogspot.com/2010/07/summer-fun-ecosystem-edition.html



Topic: Changes in Environments

Topic: Changes in Environments Arizona Science Standards Next Generation Science Standards

Science in Personal and Social Perspectives Earth and Space Sciences (ESS) 5-ESS3 Earth and Human Activity

S3C1PO1 Explain the impacts of natural hazards on habitats (e.g. global warming, floods, asteroid, or large meteor impacts).

5-ESS3-1 Students who demonstrate understanding can obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. S3C1PO2 Propose a solution, resource, or product that addresses a specific

human, animal or habitat need. S3C1PO3 Evaluate the possible strengths and weaknesses of a proposed

solution to a specific problem relevant to human, animal or habitat needs.

Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 3– 5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. • Obtain and combine information from books

and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)

ESS3.C: Human Impacts on Earth Systems • Human activities in agriculture, industry, and

everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)


components and their interactions. (5-ESS3-1)

----------------------------------------------------- Connections to Nature of Science

Science Addresses Questions About the Natural and Material World.

• Science findings are limited to questions that can be answered with empirical evidence. (5- ESS3-1)

Connections to other DCIs on fifth grade: N/A Articulation of DCIs across grade-levels: MS.ESS3.A (5-ESS3-1),MS.ESS3.C (5-ESS3-1),MS.ESS3.D (5-ESS3-1)


Topic: Changes in Environments Arizona College and Career Ready Standards Connections


5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1)

MP.2 Reason abstractly and quantitatively. 5-ESS3-1)

5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.(5-ESS3-1)

MP.4 Model with mathematics. (5-ESS3-1)

5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1)

5.W.8 Recall relevant information from experiences or gather relevant

information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS3-1)

5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1)


Topic: Changes in Environments Enduring Understanding(s)

• The universe, earth and all systems have undergone change in the past, continue to change in the present and are predicted to continue changing in the future due to the effects of human activities. (5-ESS3-1, S3C1PO1, S3C1PO2, S3C1PO3)

Essential Questions Key Concepts • How do activities in agriculture, industry and everyday life affect the

land, vegetation, streams, ocean, and air? (5-ESS3-1, S3C1PO1, S3C1PO2, S3C1PO3)

• What are Earth’s resources? (5ESS3-1, S3C1PO2) • What are communities doing to help protect Earth’s resources and

environment? (5-ESS3-1, S3C1PO2, S3C1PO3)

• Natural hazard impact habitats (e.g. global warming, floods, asteroid or meteor impacts).

• There is a relationship between science and technology. • Scientific knowledge, skills and technological capabilities are important

to many careers.

Student Friendly Objectives Academic Vocabulary • I will explain the impacts of natural hazards on habitats. ? (5-ESS3-1,

S3C1PO1, S3C1PO2, S3C1PO3) • I will propose a solution, resource, or product that addressees a specific

human, animal or habitat need. (5-ESS3-1, S3C1PO1, S3C1PO2, S3C1PO3)

• I will evaluate strengths and weaknesses of proposed solutions relevant to human, animal, or habitat needs. (5-ESS3-1, S3C1PO1, S3C1PO2, S3C1PO3)

• I will describe the relationship between science and technology. (5-ESS3-1, S3C1PO2, S3C1PO3)

• I will explain how scientific knowledge, skill, and technological capabilities are integral to a variety of careers. (5-ESS3-1, S3C1PO2, S3C1PO3)

• I will design and construct a technological solution to a common problem or need using common materials. (5-ESS3-1, S3C1PO2, S3C1PO3)

• agriculture • community • environment • habitat • natural hazard • necessity • ocean • prediction • relationship • resources • streams • technological solution • technology • vegetation


Identify four or more common problems due to the effect of humans on Earth.

Categorize common problems and solutions due to the effects of humans on Earth.

Develop a logical argument for a solution to a common problem due to the effects of human on Earth.

Research and create an advertisement for a product that will offer a solution to a problem or need due to the effects of humans on Earth.


Topic: Changes in Environments Sample Assessment Items (or learning target)





standard) • Research a solution that will

solve a problem or need due to the effects of humans on Earth.

• Prove with 2 or more resources.


• Research a solution that will solve a problem or need due to the effects of humans on Earth.

• Utilize multimedia component to create an advertisement for solution.


• Research and create a solution that will solve the problem or need due to the effects of humans on Earth.

• Use 2 or more print/digital resources.


• Research and create a solution that will solve the problem or need due to the effects of humans on Earth.

• Must utilize multimedia component to create an advertisement.

• Use 3 or more print/digital resources.



DVUSD Adopted Resources Supplemental Resources Reading Street http://beyondweather.ehe.osu.edu/issue/we-change-earths-

climate/science-lessons-about-our-environmental-impact Study Jams Core Six- Vocabulary Code



http://beyondweather.ehe.osu.edu/issue/we-change-earths-climate/science-lessons-about-our-environmental-impact

http://beyondweather.ehe.osu.edu/issue/we-change-earths-climate/science-lessons-about-our-environmental-impact


Topic: Levers and Pulleys

Topic: Levers and Pulleys Arizona Science Standards Next Generation Science Standards Inquiry & Physical Science Engineering, Technology, and Applications of Science (ETS)

3-5-ETS1 Engineering Design S1C2PO3 Conduct simple investigations (e.g., related to forces and motion,

Earth processes) based on student developed questions in life, physical and Earth and space Sciences.

3-5-ETS1-1 Students who demonstrate understanding can define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

S1C2PO4 Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary).

3-5-ETS1-2 Students who demonstrate understanding can generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

S5C2PO2 Describe the various effects forces can have on an object (e.g., cause motion, halt motion, change direction of motion, cause deformation)

3-5-ETS1-3 Students who demonstrate understanding can plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

S5C2PO3 Examine forces and motion through investigations using simple machines (e.g., wedge, plane, wheel and axle, pulley, and lever).

S5C2PO4 Demonstrate effects of variables on an object’s motion (e.g., incline angle, friction, and applied forces).


Topic: Levers and Pulleys Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts

Asking Questions and Defining Problems Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

• Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

• Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

• Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1-2)

ETS1.A: Defining and Delimiting Engineering Problems • Possible solutions to a problem are limited by

available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions • Research on a problem should be carried out

before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)

• At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

• Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution • Different solutions need to be tested in order to

determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Influence of Engineering, Technology, and Science on Society and the Natural World

• People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)

• Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include: • Fourth Grade: 4-PS3-4

Connections to 3-5-ETS1.B: Developing Possible Solutions to Problems include: • Fourth Grade: 4-ESS3-2

Connections to 3-5-ETS1.C: Optimizing the Design Solution include: Fourth Grade: 4-PS4-3 Articulation of DCIs across grade-bands: K-2.ETS1.A (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3),K-2.ETS1.B (3-5-ETS1-2),K-2.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3),MS.ETS1.A (3-5- ETS1-1),MS.ETS1.B (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3),MS.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3)


Topic: Levers and Pulleys Arizona College and Career Ready Standards Connections


5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (3-5-ETS1-2)

MP.2 Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)

5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (3-5-ETS1-2)

MP.4 Model with mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)

5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3-5-ETS1-2)

MP.5 Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)

5.W.7 Conduct short research projects that use several sources to build

knowledge through investigation of different aspects of a topic. (3-5-ETS1-1),(3-5-ETS1-3)

3-5.OA Operations and Algebraic Thinking (3-5-ETS1-1),(3-5-ETS1-2)

5.W.8 Recall relevant information from experiences or gather relevant

information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (3-5-ETS1-1),(3-5-ETS1-3)

5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-3)


Topic: Levers and Pulleys Enduring Understanding(s)

• Understand that a successful simple designs includes specific criteria for; a lever, pulley, wheel and axel, screw, inclined plane, and a wedge and is kept within material, time, and/or cost restraints. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

Essential Questions Key Concepts • How are simple machines used to overcome natural forces and to make

work easier? (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• What are the different types of levers that can be used for different types of work? (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• What are the different types of pulley systems that can be used to make work easier? (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• How can the effort and outcome from the use of a pulley be predicted? (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• A lever is a simple machine that people use to gain an advantage; making work easier.

• An advantage is a benefit obtained by using the lever or other simple machine.

• Effort is the force needed to move a load or overcome a resistance. • A fulcrum is the point where the lever arm pivots. • Load is a mass lifted, or resistance overcome, by a lever. • Gravity is the attraction between two masses such as the Earth and an

object on its surface. • A class-1 lever has the fulcrum between the load and the effort. • A class-2 lever has the load between the effort and the fulcrum. • A class-3 lever has the effort between the fulcrum and the load. • Advantage is a gain in effort, distance or change of direction resulting

from the use of a simple machine. • A single-pulley system can be set up in two ways: fixed or movable. • A single-movable-pulley system provides a mechanical advantage for its

users. • A single-fixed-pulley system provides no mechanical advantage, but

changes the direction of the effort. • Two-pulley systems can be made with one fixed pulley and one movable

pulley. • A two-pulley system in which the effort is applied upward provides a

greater advantage than one in which the effort is applied downward. • The effort needed to lift a load with a pulley system can be predicted. • The amount of work put into a system is equal to the work output of the

system.


Topic: Levers and Pulleys Student Friendly Objectives Academic Vocabulary

• I will describe and demonstrate the concepts of lever, arm, fulcrum, load and effort. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• I will describe and demonstrate how using a lever is overcoming the force of gravity to gain an advantage (reduce effort). (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• I will identify class-1, class-2, and class-3 levers. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• I will diagram levers to show placement and direction of the load and effort. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• I will analyze pictures and actual common tools in terms of levers. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• I will assemble and investigate one and two pulley systems. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• I will discover the advantages of using pulleys; decrease in effort and change in direction of effort. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• I will diagram pulley systems. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)

• advantage • class 1 lever • class 2 lever • class 3 lever • directional advantage • effort • fulcrum • gravity • lever • lever arm • load • mechanical advantage • pivot • simple machine • single- pulley system • single-fixed-pulley system • single-movable pulley system • two-pulley system • work


Memorize all types of simple machines and their designed use.

Compare two simple machines and interpret the effectiveness of solving a given problem.

Investigate a complex machine and critique the machine for cost, time and material effectiveness.

Create a working complex machine including a lever, pulley, wheel and axel, wedge, inclined plane and a screw that is cost, time and material effective that solves a problem.


Topic: Levers and Pulleys Sample Assessment Items (or learning target)





standard) • Through trial and error design

and create a Rube Goldberg project that includes at least two of the simple machines and is successful in at least one trial.


• Through trial and error design and create a Rube Goldberg project that includes at least three of the simple machines and is successful in at least one trial.


• Through trial and error design and create a Rube Goldberg project that includes at least four of the simple machines and is successful in at least one trial.


• Through trial and error design and create a Rube Goldberg project that includes at least one of each of the simple machines and is successful in at least one trial.



DVUSD Adopted Resources Supplemental Resources Reading Street Foss Kit- Levers and Pulleys

Study Jams Core Six- Vocabulary Code



http://www.fossweb.com/


Topic: History and Nature of Science

Topic: History and Nature of Science Arizona Science Standards Next Generation Science Standards

History and Nature of Science & Science in Personal and Social Perspectives S2C1PO1 Identify how diverse people and/or cultures, past and present,

have made important contributions to scientific innovations (e.g. Percy Lavon Julian, Niels Bohr, Edwin Hubble)

N/A

S2C2PO1 Provide examples that support the premise that science is an ongoing process that changes in response to new information and discoveries (space exploration, medical advances).

S2C2PO2 Explain the cycle by which new scientific knowledge generates new scientific inquiry.

S2C2PO3 Describe how scientific knowledge is subject to modification and/or change as new information/technology challenges prevailing theories.

S2C2PO4 Compare collaborative approaches that scientists use for investigations (e.g. teams, individual with peer review).

S2C2PO5 Describe the qualities of the scientists’ habits of mind (e.g. openness, skepticism, integrity, tolerance).

S3C2PO1 Describe the relationship between science and technology. S3C2PO2 Explain how scientific knowledge, skills, and technological

capabilities are integral to a variety of careers.


Topic: History and Nature of Science Arizona College and Career Ready Standards Connections

English Language Arts Mathematics 5.RI.7 Draw on information from multiple print or digital sources,

demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (S2C2PO1, S2C2PO1-5)

MP.3 Construct viable arguments and critique the reasoning of others. (S2C2PO1,2,4)

5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (S2C2PO1, S2C2PO5)

MP.7 Look for and make use of structure. (S2C2PO2)

5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (S2C2PO1, S2C2PO3-4)

MP.8 Look for and express regularity in repeated reasoning. (S2C2PO3)

5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (S2C2PO1, S2C2PO1-5)


Topic: History and Nature of Science Enduring Understanding(s)

• Scientific knowledge changes over time. (S2C1PO1, S2C2PO1-5) Essential Questions Key Concepts

• How have people contributed to science? (S2C1PO1, S3C2PO2) • How has scientific knowledge changed over time?(S2C2PO1, S3C2PO2) • How does scientific knowledge continue change? (S2C2PO1-5,

S3C2PO1) • How does the scientific method apply to problem solving and decision

making? (S2C2PO1-5) • How and why do scientists share information? (S2C2PO4) • How are scientific skills, knowledge, and technology integral to a variety

of careers? (S3C2PO2) • How do scientific discoveries influence technology? (S3C2PO1)

• Many people have contributed and continue to contribute to scientific knowledge.

• Technology has revolutionized scientific thinking. • Technology is used in science related careers. • Scientific knowledge is subject to change. • The scientific process can be used to problem solve and make decisions. • There is a relationship between science and technology. • Scientific knowledge, skills, and technological capabilities are important

to many careers.

Student Friendly Objectives Academic Vocabulary • I will identify how people have made contributions to

science.(S2C1PO1, S3C2PO2) • I will apply the scientific processes to problem solving or decision

making.(S2C2PO1) • I will describe how scientific knowledge is an ongoing

process.(S2C2PO1-5, S3C2PO3) • I will analyze the impact of major scientific developments that have

occurred in the last decade. (S2C2PO1, S2C2PO3) • I will describe how major milestones in science or technology

revolutionized the thinking of time.(S2C2PO1, S2C2PO3) • I will explain how scientific knowledge, skill and technological

capabilities are integral to a variety of careers. (S3C2PO2) • I will describe the relationship between science and technology.

(S2C2PO1)

• contributions • Copernicus • diverse • Luis and Walter Alvarez • milestones • Percival Lowell • Rachel Carson • Percival Lowell • Rachel Carson • revolutionize • scientific knowledge • scientific process • technological solution • technology


Tell how new scientific knowledge creates new scientific inquiry.

Given two scientists in different fields show how these scientists can work together.

Critique the work of a famous scientist to determine the effects of their work.

Research a significant scientist and create a Wanted Poster describing why the scientist would be wanted for his/her contributions to science. Include how these discoveries have impacted science today.


Topic: History and Nature of Science Sample Assessment Items (or learning target)





standard) • Research completed using

teacher supplied source. • Poster includes background

information on scientist. • Student requires support and

accommodations to complete an attempt to separate the mixture or solution.

• Research and citation of information completed using a minimum of two sources.

• Poster includes background information and details on the scientist’s work.


• Research and citation of information completed using three or more sources.

• Poster describes why the scientist’s work is significant.

• Addresses how the scientist’s work has impacted society.


• Research and citation of information completed using three or more print/dig sources.

• Poster describes why the scientist’s work is significant

• Addresses how the scientist’s work has impacted society.


Suggested Activities/Labs Power point Research Paper Wax Scientist Museum

DVUSD Adopted Resources Supplemental Resources Reading Street- Leveled Reader Famous scientist website:

http://www.sciencekids.co.nz/sciencefacts/scientists.html Famous scientist website: http://www.factmonster.com/spot/scibio8.html Core Six- Vocabulary Code



http://www.sciencekids.co.nz/sciencefacts/scientists.html

http://www.factmonster.com/spot/scibio8.html

Documents

Science Curriculum - Deer Valley Unified School … (non- testable) questions. • Ask questions that can be investigated and predict reasonable outcomes based on patterns such as