Nature of Science
2016 - 2017
Fifth Grade
SCIENCE
Curriculum Map
Volusia County Schools
Next Generation Sunshine State Standards
1 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Authorization for reproduction of this document is hereby granted.
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and are not associated with the publisher of this publication.
Questions regarding use of this publication should be sent to the following:
Volusia County Schools Elementary Science Department
Becki Lucas
Elementary Science Specialist
[email protected]
DeLand, Florida
2 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Table of Contents 4
5
I. Next Generation Sunshine State Standards
A. Fifth Grade Overview……...…………………………………………………....………….. 6
B. Fifth Grade Instructional Scope and Sequence………………..………………………… 7
II. Making Connections 8
A. Health/Language Arts/Mathematics/Technology…………………………….……..….….
B. Standards for Mathematical Practice…………………………………..…………………. 9
III. Science Process Skills: Basic and Integrated……………………………………………… 10
11
IV. 5E Learning Cycle: An Instructional Model…………….……………….............................
13
V. Webb’s Depth of Knowledge
A. Model of Cognitive Complexity..................................................................................... 15
B. Question Stems……………………………………………………………………………... 19
22
VI. “Fair Game” Benchmarks Reference for grades 3 and 4…………………………………. 26
29
VII. Units of Study 34
A. Introduction to Practice of Science.………………………………….…………………..... 39
B. Space……………...…………………………………………………………………………..
C. Weather & Climate...…………………………………………………………………….…... 41
D. Matter…………..….………………………………………………………………….………. 51
E. Energy & Motion...………………………………………………………………….………... 52
F. Life……………..…….……………………………………………………………….……….. 54
G. Practice of Science….…………………………………………………………………….….
56
VIII. Appendices
Appendix A: Formative Assessment Strategies………………………………………..……
Appendix B: Digital Program Access Information…………………………………………...
Appendix C: Read Works………………………………………………………………….…..
Appendix D: Supplemental Literature…………………………………………………….…..
IX. Glossary of Terms for the Science Curriculum Map……………..………………..……….
3 Volusia County Schools Grade 5 Science Curriculum Map
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Elementary Science Department
Next Generation Sunshine State Standards
The Next Generation Sunshine State Standards for science are organized by grade level for grades K-8 and by Bodies of
Knowledge for grades 9-12. Eighteen Big Ideas are encompassed in grades K-12 and build in rigor and depth as students
advance. Each grade level includes benchmarks from the four Bodies of Knowledge (Nature of Science, Life Science,
Earth and Space Science, and Physical Science).
Fifth Grade Overview
Fifth Grade focuses instructional delivery for science within the following twelve (12) Big Ideas/Standards:
Nature of Science
Big Idea 1 – The Practice of Science
Big Idea 2 – The Characteristics of Scientific Knowledge
Earth and Space Science
Big Idea 5 – Earth in Space and Time
Big Idea 7 – Earth Systems and Patterns
Physical Science
Big Idea 8 – Properties of Matter
Big Idea 9 – Changes in Matter
Big Idea 10 – Forms of Energy
Big Idea 11 – Energy Transfer and Transformations
Big Idea 13 – Forces and Changes in Motion
Life Science
Big Idea 14 – Organization and Development of Living Organisms
Big Idea 15 – Diversity and Evolution of Living Organisms
Big Idea 17 – Interdependence
4 Volusia County Schools Grade 5 Science Curriculum Map
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Elementary Science Department
Fifth Grade
Instructional Scope and Sequence
*All required and optional assessments are available through DOD
Weeks of Instructional Instructional Body of
Instruction Scope Sequence Knowledge
Weeks 1 – 4 Introduction to Practice of Science August 15 – September 9 Nature of Science
Weeks 5 – 6 Space September 12 – September 23 Earth and Space Science
Weeks 7 – 12 Weather & Climate September 26 – November 4
Weeks 13 – 17 Matter November 7 – December 9 Physical Science
Weeks 18 – 24 Energy & Motion December 12 – February 3
Week 25 STEM February 6 - 10 Interdisciplinary
Weeks 26 – 29 Life February 13 – March 9 Life Science
Weeks 30 – 33 Practice of Science March 20 – April 13 Nature of Science
Weeks 34 - 35 Fair Game Assist/Finishing Touches April 17 – 28 All
Week 36 Statewide Science Assessment May 1 – 5 All
Weeks 37-39 STEM May 8 – May 26 Interdisciplinary
Formative Assessment Strategies are included on pages 41-50.
Digital Program Access Information is included on page 51.
What is STEM Week?
STEM Week is a period of time dedicated to the implementation of an interdisciplinary, standards-rich experience that
poses an age-appropriate, real-world problem to be solved through collaborative and creative measures.
S T EM
the ability to use scientific knowledge the ability to know how to use new the ability to understand how the ability to analyze, reason, and
and processes to understand the technologies, understand how new technologies are developed via the communicate ideas effectively as they
natural world as well as the ability to technologies are developed, and have engineering design process using pose, formulate, solve, and interpret
participate in decisions that affect it the skills to analyze how new problem-based lessons in a manner solutions to mathematical problems in a
technologies affect us, our nation, and that integrates lessons across multiple variety of situations
the world subjects
5 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
MAKING CONNECTIONS
Health (NGSSS) / Language Arts (LAFS) / Mathematics (MAFS) / Technology (ISTE)
HEALTH Students will:
HE.5.C.1.6
Explain how human body parts and organs work together in healthy body systems, including the endocrine and reproductive systems.
LANGUAGE ARTS
LAFS.5.RI.1.3 Students will:
Explain the relationship or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text.
LAFS.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
LAFS.5.RI.4.10 By the end of the year, read and comprehend information texts, including history/social studies, science, and technical texts, at the high end of the grades
4-5 text complexity band independently and proficiently.
LAFS.5.SL.1.1 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.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes
LAFS.5.W.3.9 and finished work, and provide a list of sources.
MATHEMATICS Draw evidence from literary or informational texts to support analysis, reflection, and research.
MAFS.5.G.1.1 a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama,
drawing on specific details in the text [e.g., how characters interact]”).
b. Apply grade 5 Reading standards to information texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which point[s]”).
Students will:
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with
the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number
indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis,
with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
MAFS.1.MD.2.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker
TECHNOLOGY would contain if the total amount in all the beakers were redistributed equally.
Creativity and innovation Students will:
Communication and Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
collaboration Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the
Research and learning of others.
informational fluency Apply digital tools to gather, evaluate, and use information.
Critical thinking, problem
solving, and decision Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and
making resources.
Digital Citizenship
Technology operations Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
and concepts Demonstrate a sound understanding of technology concepts, systems, and operations.
6 Volusia County Schools Grade 5 Science Curriculum Map
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Elementary Science Department
MAKING CONNECTIONS
Standards for Mathematical Practice
Students will:
Make sense of problems and persevere in solving them. (SMP.1)
Solving a mathematical problem involves making sense of what is known and applying a thoughtful and logical
process which sometimes requires perseverance, flexibility, and a bit of ingenuity.
Reason abstractly and quantitatively. (SMP.2)
The concrete and the abstract can complement each other in the development of mathematical understanding:
representing a concrete situation with symbols can make the solution process more efficient, while reverting to a
concrete context can help make sense of abstract symbols.
Construct viable arguments and critique the reasoning of others. (SMP.3)
A well-crafted argument/critique requires a thoughtful and logical progression of mathematically sound statements and
supporting evidence.
Model with mathematics. (SMP.4)
Many everyday problems can be solved by modeling the situation with mathematics.
Use appropriate tools strategically. (SMP.5)
Strategic choice and use of tools can increase reliability and precision of results, enhance arguments, and deepen
mathematical understanding.
Attend to precision. (SMP.6)
Attending to precise detail increases reliability of mathematical results and minimizes miscommunication of
mathematical explanations.
Look for and make use of structure. (SMP.7)
Recognizing a structure or pattern can be the key to solving a problem or making sense of a mathematical idea.
Look for and express regularity in repeated reasoning. (SMP.8)
Recognizing repetition or regularity in the course of solving a problem (or series of similar problems) can lead to
results more quickly and efficiently.
7 Volusia County Schools Grade 5 Science Curriculum Map
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Elementary Science Department
Science Process Skills: Basic and Integrated
Observing: using your senses to gather information about an object or event; a description of what is
actually perceived; information that is considered to be qualitative data
Measuring: using standard measures or estimations to describe specific dimensions of an object or
event; information considered to be quantitative data
Inferring: formulating assumptions or possible explanations based upon observations
Classifying: grouping or ordering objects or events into categories based upon characteristics or
defined criteria
Predicting: guessing the most likely outcome of a future event based upon a pattern of evidence
Communicating: using words, symbols, or graphics to describe an object, action, or event
Formulating Hypotheses: stating the proposed solutions or expected outcomes for experiments; proposed
solutions to a problem must be testable
Identifying Variables: stating the changeable factors that can affect an experiment; important to change only
the variable being tested and keep the rest constant
Defining Variables: explaining how to measure a variable in an experiment
Designing Investigations: designing an experiment by identifying materials and describing appropriate steps in a
procedure to test a hypothesis
Experimenting: carrying out an experiment by carefully following directions of the procedure so the
results can be verified by repeating the procedure several times
Acquiring Data: collecting qualitative and quantitative data as observations and measurements
Organizing Data: making data tables and graphs for data collected
Analyzing Investigations: interpreting data, identifying errors, evaluating the hypothesis, formulating conclusions,
and recommending further testing when necessary
8 Volusia County Schools Grade 5 Science Curriculum Map
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Elementary Science Department
5E Learning Cycle: An Instructional Model
ENGAGEMENT EXPLORATION EXPLANATION ELABORATION EVALUATION
The engagement phase of the model The exploration phase of the model is The explanation phase of the model is The elaboration phase of the model is The evaluation phase of the model is
is intended to capture students’ intended to provide students with a intended to grow students’ intended to construct a deeper intended to be used during all phases
interest and focus their thinking common set of experiences from understanding of the concept,
on the concept, process, or skill which to make sense of the concept, understanding of the concept, process, or skill through the of the learning cycle driving the
that is to be learned. process or skill that is to be learned. process, or skill and its associated exploration of related ideas. decision-making process and
During this engagement phase, During the exploration phase, academic language. During the elaboration phase, informing next steps.
the teacher is on center stage. the students come to center stage. the teacher and students
During the explanation phase, share center stage. During the evaluation phase,
What does the teacher do? What does the teacher do? the teacher and students the teacher and students
• create interest/curiosity • provide necessary materials/tools share center stage. What does the teacher do? share center stage.
• raise questions • pose a hands-on/minds-on problem • provide new information that
• elicit responses that uncover What does the teacher do? What does the teacher do?
for students to explore extends what has been learned
student thinking/prior knowledge • provide time for students to “puzzle” • ask for justification/clarification of • provide related ideas to explore • observe students during all phases
(preview/process) newly acquired understanding • pose opportunities (examples and of the learning cycle
• remind students of previously taught through the problem
concepts that will play a role in • encourage students to work • use a variety of instructional non-examples) to apply the • assess students’ knowledge and
new learning strategies concept in unique situations skills
• familiarize students with the unit together • remind students of alternate ways to
• observe students while working • use common student experiences solve problems • look for evidence that students are
What does the student do? • ask probing questions to redirect to: • encourage students to persevere in challenging their own thinking
o develop academic language solving problems
• show interest in the topic student thinking as needed o explain the concept • present opportunities for students to
• reflect and respond to questions What does the student do? assess their learning
• ask self-reflection questions: What does the student do? • use a variety of instructional
strategies to grow understanding • generate interest in new learning • ask open-ended questions:
o What do I already know? • manipulate materials/tools to • explore related concepts o What do you think?
o What do I want to know? explore a problem • use a variety of assessment • apply thinking from previous o What evidence do you have?
o How will I know I have learned strategies to gauge understanding o How would you explain it?
• work with peers to make sense of learning and experiences
the concept, process, or skill? the problem What does the student do? • interact with peers to broaden one’s What does the student do?
• make connections to past learning
• articulate understanding of the • record procedures taken towards thinking • participate actively in all phases of
experiences problem to peers the solution to the problem • explain using information and the learning cycle
Evaluation of Engagement • discuss procedures for finding a • explain the solution to a problem experiences accumulated so far • demonstrate an understanding of
The role of evaluation during the solution to the problem • communicate understanding of a the concept
engagement phase is to gain access Evaluation of Elaboration
to students’ thinking during the • listen to the viewpoint of others concept orally and in writing The role of evaluation during the • solve problems
• critique the solution of others elaboration phase is to determine the • evaluate own progress
pre-assessment event/activity. Evaluation of Exploration • comprehend academic language • answer open-ended questions with
The role of evaluation during the degree of learning that occurs
Conceptions and misconceptions exploration phase is to gather an and explanations of the concept following a differentiated approach to precision
currently held by students are understanding of how students are provided by the teacher • ask questions
uncovered during this phase. progressing towards making sense of • assess own understanding through meeting the needs of all learners.
a problem and finding a solution. the practice of self-reflection
These outcomes determine the Application of new knowledge in
concept, process, or skill to be Strategies and procedures used by Evaluation of Explanation unique problem solving situations
students during this phase are during this phase constructs a deeper
explored in the next phase The role of evaluation during the
of the learning cycle. highlighted during explicit instruction in explanation phase is to determine the and broader understanding.
the next phase. students’ degree of fluency (accuracy
The concept, process, or skill has
The concept, process, or skill is and efficiency) when solving been and will be evaluated as part
formally explained in the next phase problems. of all phases of the learning cycle.
of the learning cycle. Conceptual understanding, skill
refinement, and vocabulary acquisition
during this phase are enhanced
through new explorations.
The concept, process, or skill is
elaborated in the next phase
of the learning cycle.
9 Volusia County Schools Grade 5 Science Curriculum Map
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Elementary Science Department
Webb’s Depth of Knowledge (DOK) Model of Cognitive Complexity
LOW COMPLEXITY MODERATE COMPLEXITY HIGH COMPLEXITY HIGH COMPLEXITY
Level 1 Level 2 Level 3 Level 4
(Recall) (Basic Application of Concepts and Skills) (Strategic Thinking & Complex Reasoning) (Extended Thinking & Complex Reasoning)
This level is the recall of information This level includes the engagement of This level requires reasoning, planning, This level has the same high cognitive
such as a fact, definition, or term, as some mental processing beyond using evidence, and a higher level of demands as Level 3 with the additional
well as performing a simple science recalling or reproducing a response. thinking than the previous two levels. requirement that students work over an
process or procedure. Level 1 only The content knowledge or process The cognitive demands at Level 3 are extended period of time or with
requires students to demonstrate a rote involved is more complex than in Level complex and abstract because the extended effort. Students are required
response; use a well-known formula; 1. Level 2 requires that students make multi-step task requires more to make several connections—relating
follow a set, well-defined procedure some decisions as to how to approach demanding reasoning than Level 2. ideas within the content area or among
(like a recipe); or perform a clearly the question or problem. Level 2 Level 3 activities include drawing content areas—and have to select or
defined series of steps. activities include making observations, conclusions from observations; citing devise one approach among many
and collecting data; classifying, evidence and developing a logical alternatives for how the situation or
Some examples are: organizing, and comparing data; and argument for concepts; explaining problem can be solved. It is important
• Recall or recognize a fact, term, or representing and displaying data in phenomena in terms of concepts; and to note that the extended time period is
property. tables, graphs, and charts. using concepts to solve non-routine not a distinguishing factor if the
• Represent in words or diagrams a problems. required work is only repetitive and
scientific concept or relationship. Some examples are: does not require the application of
• Provide or recognize a standard • Specify and explain the Some examples are: significant conceptual understanding
scientific representation for simple relationships among facts, terms, • Identify research questions and and higher-order thinking.
phenomena. properties, and variables. design investigations for a scientific
• Perform a routine procedure, such • Identify variables, including problem. Some examples are:
as measuring length. controls, in simple experiments. • Design and execute an experiment • Based on provided data from a
• Identify familiar forces (e.g., • Distinguish between experiments or systematic observation to test a complex experiment that is novel to
pushes, pulls, gravitation, friction, and systematic observations. hypothesis or research question. the student, deduce the
etc.). • Describe and explain examples • Develop a scientific model for a fundamental relationship among
• Identify objects and materials as and non-examples of science complex situation. several variables.
solids, liquids, and gases. concepts. • Form conclusions from • Conduct an investigation, from
• Select a procedure according to experimental data. specifying a problem to designing
specified criteria, and perform it. • Cite evidence that living systems and carrying out an experiment and
• Formulate a routine problem given follow the laws of conservation of analyzing data and forming
data and conditions. mass and energy. conclusions.
• Organize and represent data. • Explain the physical properties of • Produce a detailed report of a
the sun and its dynamic nature and scientific experiment or systematic
connect them to conditions and observation, and infer conclusions
events on Earth. based upon evidence obtained.
More information about Florida’s DOK levels is available online at http://www.cpalms.org/cpalms/dok.aspx.
10 Volusia County Schools Grade 5 Science Curriculum Map
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Elementary Science Department
Levels of Depth of Knowledge for Science Levels of Depth of Knowledge for Science Grade 5 Science Curriculum Map
August 2016
Adapted from the Florida Interim Assessment Item Bank and Test Platform Adapted from the Florida Interim Assessment Item Bank and Test Platform
11 Volusia County Schools
Level 1 Level 2
Recall or Reproduction… Basic Application… Elementary Science Department
is the recall of information such as a fact, is engaging in a mental process that
definition, or term as well as performing goes beyond basic recall or
a simple science process or procedure. reproduction, requiring two or more
Level 1 only requires students to steps before giving a response.
demonstrate a rote response, restate Students are asked to apply their
information in their own words, and/or knowledge of content on a simple level.
follow or perform a well-defined Level 2 requires student to make some
procedure. decisions as to how to approach a
question or problem such as to classify,
Some Examples of organize, and compare data.
Level 1 Performance
Some Examples of
Recall or recognize a fact, term, or property Level 2 Performance
(e.g., how speed is determined).
Read and interpret information from a simple
Represent a scientific concept or relationship graph.
in words or diagrams.
Designate and explain the relationships among
Retrieve information from a chart, table, facts, terms, properties, and variables (e.g.,
diagram, or graph. compare physical properties of solids, liquids,
and gases).
Recognize a standard scientific representation
of a simple phenomenon (e.g., water cycle Identify variable and controls in simple
model). experiments.
Identify common examples of topics, objects, Distinguish between experiments and
and materials (e.g., familiar forces and systematic observations.
invertebrates).
Describe and explain examples and non-
Perform a routine procedure such as examples of science concepts (e.g., flowering
measuring length. and non-flowering plants).
Question Stems Select a procedure according to specified
criteria, and perform it.
What is (was) _____?
What _____ did you use? Formulate a routine problem given data and
What are some examples of _____? conditions.
How many _____?
Identify the _____? Question Stems
Make a listing of _____?
Why did you choose _____? Explain how _____ affected _____.
How would you describe _____? Apply what you have learned to _____.
How can you recognize _____? Compare/contrast.
When did _____ happen? How would you classify _____?
Recall what happened. What could you use to classify?
What happened when _____? How are _____ alike? Different?
Retell. Summarize.
Draw. What do you notice about _____?
Select or retrieve _____? What do you observe? Infer?
What data represents _____? What are some examples of _____?
Which _____ has the most? Least? What are some non-examples of _____?
Read your data table, chart, or graph. Given the data, what was the testable question?
Is _____ on the graph? What variable is being tested?
What pattern is seen when _____? What is the control group?
What procedure would you use?
Levels of Depth of Knowledge for Science Levels of Depth of Knowledge for Science Grade 5 Science Curriculum Map
August 2016
Adapted from the Florida Interim Assessment Item Bank and Test Platform Adapted from the Florida Interim Assessment Item Bank and Test Platform
12 Volusia County Schools
Level 3 Level 4
Strategic Thinking… Extended Thinking… Elementary Science Department
requires reasoning, planning, using requires the same high cognitive
evidence, and complex and abstract demands as Level 3 with the additional
thinking. The complexity results from requirement that students work over an
there being multiple correct responses in extended period of time and/or with
which student justification is necessary extended effort. Level 4 assessment
and thorough. Level 3 asks students to items require significant thought.
cite evidence when developing a logical
argument and to explain scientific Some Examples of
phenomena in terms of concepts. Level 4 Performance
Some Examples of Relate scientific concepts to other content
Level 3 Performance areas (e.g., impact of environment changes).
Design and execute an experiment or Develop generalizations of the results obtained
systematic observation to test a hypothesis or and apply them to new situations (e.g., predict
research question. the weather in a particular place and time).
Design and develop a scientific model to Select or devise an approach among many
explain a scientific concept or theory. alternatives for how a situation or problem is to
be solved.
Form conclusions from experimental data.
Cite evidence for scientific theory (e.g., energy Analyze multiple sources of evidence.
Apply understanding in a new way, provide
is neither lost nor created within food chains
and electrical circuits). argument or justification for the application
Compare information within or across data (e.g., using inertia).
sets (several monthly temperature graphs of Conduct an investigation, from specifying a
the same city). problem to designing and carrying out an
Explain how political, social, and economic experiment and analyzing data and forming
concerns can affect science, and vice versa. conclusions.
Explain the properties of the sun and its
position within the solar system and then Question Stems/Tasks
connect this knowledge to the condition and
events occurring on Earth. What information can you gather to support your
idea about _____?
Question Stems
Apply information from one text to another text to
What conclusions can you draw? develop a persuasive argument.
How would you test _____?
What would the outcome be if _____? Write a research paper/thesis on a topic from
What features of the graph should be considered multiple sources.
when _____? Judge the value of material for a given purpose.
What question could we ask now? Consider multiple lines of inquiry to explain a
What evidence should be considered?
Explain your thinking when there is more than particular scientific theory (e.g., conservation
of mass and inertia).
one answer. Elaborate. Produce a detailed report of a scientific
Formulate a reason as to why _____? experiment or systematic observation, and
Which facts support _____? infer conclusions based upon evidence
What is the best answer? Why? obtained.
How would you adapt _____ to create a different Provide time for extended thinking.
Assess through performance and open-ended
_____? activities.
How is _____ related to _____?
“Fair Game” Benchmark Reference for grades 3 and 4
Expected learning from grades 3 and 4 that is “fair game” on the State-wide Science Assessment (SSA) in grade 5.
Refer to this section when formulating an action plan based upon student performance on the beginning- and mid-year progress monitoring tool.
LIFE SCIENCE
Plants (SC.3.L.14.1, SC.3.L.14.2, SC.4.L.16.1)
• plant structures and their functions (food production, support, water/nutrient absorption and transportation, and reproduction)
• plants’ responses to stimuli (heat, light, and gravity)
• reproduction of flowering (seeds) and nonflowering plants such as moss and ferns (spores)
• parts of a flower (e.g., stamen, pistil, ovary, petals, pollen/sperm, eggs)
• germination, pollination, fertilization, seed dispersal
Plant and Animal Classification (SC.3.L.15.1, SC.3.L.15.2)
• classification of flowering and non-flowering plants into major groups (those who produce seeds and those who produce spores)
• classification of animals into vertebrates (fish, mammals, birds, reptiles, amphibians) and invertebrates (only arthropods) according to physical
characteristics and behaviors (e.g., those which give live birth vs. those which lay eggs, cold-blooded vs. warm-blooded, lungs vs. gills)
Heredity (SC.4.L.16.2, SC.4.L.16.3)
• characteristics (traits) of plants are inherited by offspring from parents (e.g., type of plant, color of flower, leaf shape, size)
• characteristics (traits) of animals are inherited by offspring from parents (e.g., freckles, height, dimples, eye color)
• characteristics (traits) of animals are learned/acquired by the environment (e.g., hair color and length, playing an instrument, reading)
• examples of animal behaviors may be shaped by heredity or learning
o instinctive behaviors: hibernation, migration, hunting, protecting young
o learned behaviors: using tools, language, hunting, playing sports, writing
Plant and Animal Life Cycles (SC.4.L.16.4)
• life cycle of flowering and non-flowering plants (seed, seedling, mature adult, reproduction)
• life cycle of insects that go through complete metamorphosis/4-stages (egg, larva, pupa, adult)
• life cycle of insects that go through incomplete metamorphosis/3-stages (egg, nymph, adult)
• life cycle of animals (egg, embryo, infant, adolescent, adult)
Seasonal Changes (SC.3.L.17.1, SC.4.L.17.1)
• animals respond (are adapted) to changing seasons (e.g., clothing, hibernation, migration, shedding, birth, color change)
• seasonal changes (e.g., dormancy, leaves changing color and falling) in Florida plants compared to those in other regions of the country
• seasonal changes (e.g., color change, body covering change, hibernation, migration) in Florida animals compared to those in other regions of the
country
Life’s Energy (SC.3.L.17.2, SC.4.L.17.2, SC.4.L.17.3)
• energy is transferred from the sun through a food chain (flow of energy)
• plants are producers that make their own food using carbon dioxide, water, and energy from the sun
• animals are consumers that obtain energy from the plants and/or animals they eat
• types of consumers (carnivore, herbivore, omnivore)
13 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
“Fair Game” Benchmark Reference
Grades 3-4
Expected learning from grades 3 and 4 that is “fair game” on Science SSA 2.0 in grade 5.
EARTH SCIENCE
Rocks and Minerals (SC.4.E.6.1, SC.4.E.6.2)
• physical properties of common earth-forming minerals (hardness, color, luster, cleavage, and streak color)
• role of minerals in the formation of rocks
• three categories of rocks (igneous formed from molten rock; sedimentary pieces of other rocks/sediment cemented together and fossilized
organisms; metamorphic formed from heat and pressure)
Renewable and Nonrenewable Resources (SC.4.E.6.3, SC.4.E.6.6)
• renewable and nonrenewable resources found on Earth
• natural resources found in Florida (water, phosphate, oil, limestone, silica, wind, and solar energy)
Weathering and Erosion (SC.4.E.6.4)
• process of physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants)
• process of erosion (movement of rock by gravity, wind, water, and ice)
Heat Loss/Heat Gain (SC.3.E.6.1)
• energy from the sun can heat objects (heat gain) and when the sun is not present, heat may be lost (heat loss).
• sun’s presence, visible or not visible, will impact objects (e.g., size, shape, state, color, temperature).
PHYSICAL SCIENCE
Volume and Water Displacement (SC.3.P.8.2)
• measure volume of solids by calculating the amount of water displaced in a container (graduated cylinder)
• used for both regular and irregular shapes (wooden cube, shell, rock, coin, marble, dice)
Heat Flow (SC.4.P.11.1)
• heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
Resources that may support the review and remediation of these concepts throughout the school year include, but are not limited to, the following:
• HMH Think Central (digital resource for grades 3 and 4)
• SRE: Science inSpiRE (support located on DOD)
• Making LIFE Easier (lessons located on DOD)
• Florida COACH Standards-based Instruction (printed resource for grades 3 and 4)
14 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE PACING: Weeks 1 – 4
Unit of Study: Introduction to Practice of Science August 15 – September 9
Prerequisite Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5
Learning First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3
Second Grade – SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.3, SC.2.N.1.4, SC.2.N.1.5, SC.2.N.1.6
Third Grade – SC.3.N.1.1, SC.3.N.1.2, SC.3.N.1.3, SC.3.N.1.4, SC.3.N.1.5, SC.3.N.1.6, SC.3.N.1.7
Fourth Grade – SC.4.N.1.1, SC.4.N.1.2, SC.4.N.1.3, SC.4.N.1.4, SC.4.N.1.5, SC.4.N.1.6, SC.4.N.1.7, SC.4.N.1.8, SC.4.N.2.1, SC.4.E.6.5
Topics Learning Targets/Skills Benchmarks Vocabulary
Note: Learning targets beginning with “review” indicate instruction from previous grades. SC.5.N.2.1 evidence
explanations
Recognize and explain that science is grounded in empirical observations that are testable; explanation must inference
always be linked with evidence. verified observation
Recognize and explain the difference between personal opinion/interpretation and verified observation. SC.5.N.1.6 personal opinion/
interpretation
Students will: science
Week 1 • set up a science notebook that will be used all year by students. Also assesses science notebook
Introduction to • explain that science is grounded on evidence-based observations that are testable. SC.3.N.1.7 scientist
• review the difference between verified observations (evidence) and inferences SC.4.N.1.7
(explanations linked to evidence).
Science • explain the difference between verified observation (fact) and personal opinion/
interpretation (bias).
o verified observation – an objective statement of which has been tested and supported by
observable and/or measurable evidence/facts (data)
o personal opinion/interpretation – a subjective statement of a thought that may be based on
logic and reason but is not necessarily based on testable evidence/facts
• distinguish between examples of empirical evidence (observations) and personal
opinion/interpretation (a viewpoint based on one’s own judgment of the facts; a bias).
Teacher Hints for “Introduction to Science”:
• The State Science Safety Manual (Animals in the Classroom Guidelines) can be accessed at http://www.fldoe.org/contact-us/search.stml?q=Animal+in+the+Classroom.
• Students may prepare for the Solar System and Weather topic learning targets (beginning Week 6) by starting each morning with work routines which include collecting data
on weather, seasons, star patterns, and moon phases. Students could take turns collecting different types of data during different times of the year.
• Begin planning investigations that incorporate Fair Game benchmarks within your instruction of 5th grade Nature of Science benchmarks such as incorporating SC.3.L.14.1
(plant structure and function) and SC.3.L.14.2 (plants responding to heat, light, and/or gravity) with SC.5.N.1.1.
• Empirical evidence (data) is a source of knowledge acquired by means of observation or experimentation.
• Students need to be able to distinguish between examples of verified observations, inferences, and personal opinions/interpretations using evidence/facts.
Average Weather Data Over Three Months
Air Temp. Rainfall
March 20˚C 2 cm
April
May 22 ˚C 4.5 cm
23 ˚C 3 cm
• verified observation – There was 1.5 cm more precipitation in April than in May.
• inference – The data shows that there is not a relationship between air temperature and rainfall.
• personal opinion/interpretation – March is the month to do outside activities; March had more dry days than any other month.
15 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Weeks 2-4 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out SC.5.N.1.1 accurate
scientific investigations of various types such as: systematic observations, experiments requiring the Also assesses communicate
Introduction to identifications of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, experimental design
Science analyze information, make predictions, and defend conclusions. SC.3.N.1.1 experimental groups
Process SC.4.N.1.1/1.6 experimental setup
Students will: investigation
This topic is • generate testable questions that will generate observable and measurable data. SC.5.N.2.2 mass/weight
continued on the • formulate a testable hypothesis based on information gathered from research. SC.5.N.1.3 prediction
• design a scientific investigation individually or in teams through a variety of methods Also assesses record keeping
next page. • use scientific tools during investigations to observe and measure physical properties. SC.3.N.1.2/1.5 reliable
• explain that all conditions in an experiment outside the manipulated variable must be SC.4.N.1.2/1.5 repeated observation
05 Science SMT 1 controlled or kept the same (ensure that the results of an experiment can be explained repeated trials
to be ONLY by the variable being tested and not by some other factor). repetition/repeated
• evaluate another’s written procedure or experimental setup. replication/replicable
administered • collect and record observable and measureable data in science notebooks. results
during Week 2. • organize data in appropriate forms of record keeping (e.g., charts, tables, graphs). scientific method
• interpret and analyze data that has been collected.
• generate appropriate explanations based on evidence gathered (e.g., “My hypothesis o question/problem
was/was not supported by the evidence because…” or “The data gathered during my o research
experiment did/did not support my hypothesis because…”). o hypothesis
• apply explanations to real world connections (application). o experiment
Recognize and explain that when scientific investigations are carried out, the evidence produced by those materials
investigations should be replicable by others. procedure
o data/evidence
Recognize and explain the need for repeated experimental trials. o results
o conclusion
Students will: o application
• recognize that the results of experimental trials can vary even when common tools and scientific tools
procedures are used. o balance
• discuss the reason for differences that may occur in data across groups as a result of using o beaker
different tools and/or procedures. o eye dropper
• explain the need for repeated experimental trials or large experimental groups (to ensure o flask
the results are accurate, reliable, and valid). o forceps
• explain what is needed in order to repeat and replicate a scientific investigation o goggles
(documented scientific procedures). o graduated cylinder
• recognize that when an experiment is replicated, it should produce similar results. o hand lens
• distinguish the difference between repetition and replication. o meter stick
o microscope
o ruler
o scale
o spring scale
o stopwatch
o tape measure
o thermometer
temperature
time
valid
variable
volume
16 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Identify a control group and explain its importance in an experiment. SC.5.N.1.4 control group
Students will: experiment
• identify the control group in an experiment (a test group where the variable is NOT applied; experimental group
considered to be the “normal condition” within the context of an experiment).
Weeks 2-4 • explain the importance of a control group (to yield baseline data by which all other data will
be compared).
Introduction to Explain the difference between an experiment and other types of scientific investigation. SC.5.N.1.2 exploration
Science SC.5.N.1.5 research
Process Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method
scientific method”. Also assesses systematic
SC.4.N.1.3 observations
Students will: types of scientific
• explain that an authentic scientific investigation frequently does not parallel the steps of
“the scientific method”. investigations
• explain the difference between an experimental investigation and other types of scientific o comparative
investigation. o descriptive
o experimental
o experimental investigation – used when one variable is defined/known and a test is done
o descriptive investigation – used to observe, describe, or identify
o comparative investigation – used to compare, differentiate, or classify
Teacher Hints for “Introduction to Science Process”:
• Digital textbook resources can be accessed through V-Portal or at www.thinkcentral.com. See page 51 for access information.
• Students need to understand that scientists do not only learn from performing investigations but also from reading non-fiction references materials, such as journals,
newspapers, reference books, etc. This research is beneficial before writing a hypothesis or creating an investigation.
• Investigations that follow the “scientific method” typically include a question/problem (or purpose), hypothesis, experiment (materials and procedures), results, conclusion
(analysis of results), and application. Other investigations may include creating and using models, repeated observations, research, inquiry, problem/solution, and the
engineering process.
• Some of the experimental investigations performed in the classroom should model 10 repeated trials (expectation for the elementary science fair/expo process). It may be
more appropriate, at times, to use a large experimental group (10 or more in a group) instead of repeated trials.
• When experimenting, students will need to understand the need to manipulate one variable, to control variables (keeping all other conditions constant) and to test a control
group (the normal condition within the context of the experiment). For example, when trying to determine which type of soil supports the growth of marigolds, the following
would need to be considered in the design of the experiment:
o The variable being manipulated would be different types of soil.
o The variables that need to be controlled would be soil amount, water amount, plant container, plant size, and sunlight exposure.
o The possible control group that would need to be tested is the soil that is most prevalent in the area where the marigolds will be planted.
• Repetition (multiple trials yielding stable and consistent data; reliability) differs from replication (experiment done by others to measure accuracy of data).
• As scientists, students will be making observations and inferences in all types of investigations. Data that is collected through the five senses (observable/qualitative) and
through the use of scientific and measurement tools (measurable/quantitative) become their observations. Students make inferences when they interpret or give their own
meaning to the data they have collected.
• Students should work on common investigations so that they are able to compare their results across groups. When differences arise, have students compare the different
methods each group used to gather their data.
• While conducting investigations, students will use scientific tools. Metric measurements should be used when measuring these physical properties of matter:
o mass/weight in grams, kilograms – balance scale/pan balance, spring scale
o volume in milliliters, liters – graduated cylinder (most accurate), beaker, flask, measuring cup
o linear in centimeters, meters, kilometers – ruler, meter stick, meter tape
o time in seconds – stop watch
o heat energy in Fahrenheit and Celsius – thermometer
17 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Resource Week 1 Weeks 2-4
Alignment Introduction to Science Introduction to Science Process
pp. 1A – 20A
HMH pp. 21A-56
Teacher’s Edition Any Leveled Reader can be used for this unit but a
suggested Reader is Fossils: Records of History How Do You Perform a Controlled Experiment?, p. 5
HMH How Do Scientists Learn About the Natural World?, p. 3 How Can Scientists Learn from Observations?, p. 7
Leveled Readers Think Like a Scientist and Compare Models, p. 4
How Does the Body Stay Cool?, p. 34 What Are Some Types of Investigations?
HMH Test the Waters and That’s Fishy, p. 42 How Do You Perform a Controlled Experiment?
Inquiry Flipchart/Labs What Is Science? What Are Some Science Tools?
How Do Scientists Learn About the Natural World? How Can Scientists Learn from Observations?
HMH pp. 2–27, 38–56, 60–73, 380-393
Think Central pp. 2–27, 38–56, 60–73, 380-393
Earth Science Physical Science Freezing Ice, p. 59
ScienceSaurus Station Model, p. 181 Clipping Along With Variables, p. 361
Temperature Tally, p. 201 Catapults, p. 409
AIMS Science Highs and Lows, p. 209 By Golly by Gum, p. 47
(Florida-specific) Volume 2
Introducing the Process of Investigative Science Boiling Time and Temperature, p. 53
Formative Nature of Science Sciences As Inquiry In Action
Assessment Probes Introducing the Process of Investigative Science
Rollercoaster Investigations You Be The Judge
Safari Montage DOD:
Dancing Spaghetti (similar to Dancing Raisins) Introduction to the Nature Journal Are We Like Robots
CPALMS
www.thehappyscientist.com Bird Beaks Tower of Power
Florida Focus See your Science Cadre Member for login information.
Assessments Happy Scientist: What is Science? Video Investigating Variables Bridge to Perfection
Copy Center Lunar Landers: Exploring Gravity
(DOD)
Transformation of Energy: Constructing an Electromagnet
Web Resources
The Practice of Science: SC.5.N.1.1
Characteristics of Scientific Knowledge: SC.5.N.2.1
Characteristics of Scientific Knowledge: SC.5.N.2.2
DOD: Alka Seltzer Investigation
Justin’s New Dog Calvin and Hobbs
The Three Little Pigs Mini-Board Chew on This
The Leaky Swimming Pool
Happy Scientist: Floating Cups Video
Happy Scientist Floating Cups Study Unit Experiment
Scholastic Study Jams: Scientific Theory & Evidence
Scholastic Study Jams: Scientific Methods
Scholastic Study Jams: Identify Outcomes & Make Predictions
Brain Pop: Scientific Method
18 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE PACING: Weeks 5 – 6
Unit of Study: Space September 12 – September 23
Prerequisite Kindergarten – SC.K.E.5.5, SC.K.E.5.6
Learning First Grade – SC.1.E.5.1, SC.1.E.5.4
Second Grade – none
Third Grade – SC.3.E.5.1, SC.3.E.5.2, SC.3.E.5.3
Fourth Grade – none
Topics Learning Targets/Skills Benchmarks Vocabulary
Distinguish among the following objects of the Solar System – sun, planets, moons, asteroids, comets – and SC.5.E.5.3 atmosphere
identify Earth’s position in it. asteroid belt
Recognize the major common characteristics of all planets and compare/contrast the properties of inner and SC.5.E.5.2 asteroids
outer planets. axis
comet
Week 5 Students will: Embedded composition
Solar System • review that Earth rotates on its axis one time every 24 hours. Nature of Science o terrestrial/rocky/
• review that Earth revolves (orbits) around the sun in one year. solid
• review how the appearance of the moon changes each night. SC.5.N.1.1 o gaseous
• review how patterns of stars (constellations) appear to shift across the sky nightly. SC.5.N.1.6
• review that different star patterns can be seen in different seasons. SC.5.N.2.1 Earth
• distinguish among the following objects in the Solar System: sun, planets, moons, SC.5.N.2.2 gravity
asteroids, and comets. mass
• identify the position and sequential order of objects within the Solar System in relation to moon
orbit
planets
o inner
the sun using models (e.g., Earth, other planets, inner/outer planets, asteroid belt, stars, o outer
moons). revolution/revolve
• identify major common characteristics of all planets (tilt on an axis, mass, gravity, rotation/rotate
revolving/orbiting around a star, rotation, presence of an atmosphere). Solar System
• compare the similarities among and differences between the characteristics of inner and star
outer planets (composition, size, atmospheres, relative temperature, moons, rings, relative star pattern/
constellation
length of year based on distance from the sun). sun
tilt
Teacher Hints for “Solar System”:
• Students will have to know the relationships that exist between planet distance from the sun and the effects of this distance. Therefore, if students are given two planets and
asked which planet is hotter, they should recognize which planet is closer to the sun in order to make this comparison and draw conclusions.
• Sky Map is an app available on an Android (a free app at this time). It will show you where all of the constellations and planets are in the sky at your current location, day or
night. It is a good way to explain that even though we cannot see the stars, they are still present.
• Distinguish between asteroids (large space rocks that orbit the sun) and comets (chunks of frozen gases, rock ice, and dust that orbit the sun).
• Students will not have to memorize quantitative data about each planet, they will not be assessed on the causes of seasons, and they will not have to identify star patterns in
relation to specific seasons. However, they will need to know that the stars appear to shift because the Earth is rotating and revolving, not the stars.
• Have students observe and record data on the shape of the moon (what we can see) over a two month period. Students will not have to know the names of the moon
phases, just recognize how the phases change over time (e.g., from new moon to 1st quarter moon to full moon to 3rd or last quarter moon, and back again to the new moon).
19 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify SC.5.E.5.1 dust
our home galaxy as the Milky Way. galaxy
Week 6 Students will: Also assesses gas
• review that the sun is a star that emits energy in the form of light and heat. SC.3.E.5.1/5.2/5.3 Milky Way
Galaxies • review that stars are made of gases. Embedded
• review how stars can be different: brightness, size, temperature/color. Nature of Science
• review how a star’s appearance (brightness and size) is affected by its distance from Earth.
SC.5.N.1.1
• describe the composition of a galaxy (gas, dust, and many stars, including any objects SC.5.N.1.6
orbiting the stars). SC.5.N.2.1
• identify our home galaxy as the Milky Way.
Teacher Hints for “Galaxies”:
• Students will not need to know specific star names or star patterns/constellations, objects orbiting stars, or the chemical make-up of stars. Statewide Science Assessment
may use names of stars or star patterns in the item stems but students will not need to memorize the names of stars or star patterns.
• The appearance of a star’s brightness is dependent upon its distance from Earth. A star that is closer to Earth will appear to be brighter than a star that is farther away.
• The appearance of a star’s size is dependent on its distance from Earth. A star that is closer to Earth appears to be larger than a star of similar size that is farther away.
• Students will not have to identify galaxies by name other than the Milky Way galaxy and will not need to know galaxies by their type.
20 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Resource Week 5 Week 6
Alignment Solar System Galaxies
HMH pp. 61A-82A pp. 83-94
Teacher’s Edition
Earth and Beyond (see page 61F TE for additional options) Earth and Beyond (see p. 61F TE for additional options)
HMH
Leveled Readers Making a Scale Model, p. 8
HMH How Do We Observe Objects in the Solar System?, p. 9
Inquiry Flipchart/Labs
What Objects Are Part of the Solar System? What Are Stars and Galaxies?
HMH
Think Central How Do We Observe Objects in the Solar System? pp. 234-237
ScienceSaurus Earth Science
pp. 218 - 226 – 234 Generating Galaxies, p. 17
AIMS Science
(Florida-specific) Earth Science
Formative Lining Up the Planet, p. 41
Assessment Probes
Can You Planet?, p. 47
Safari Montage
Planetary Logic, p. 67
CPALMS
Asteroids, Comets, and Meteors, p. 85
Florida Focus
Assessments Planet Trivia, p. 9
Web Resources Volume 1
Gazing at the Moon, p. 177
Going Through a Phase, p. 183
Bill Nye: The Planets Bill Nye: Outer Space
Universe – Chapters 1-4
Characteristics of the Solar System
Hubble Telescope
Planets & the Solar System Solar System Exploration
Galaxies and Solar System
This Place is Pretty Big. Where Am I Planets In Space
Earth and Space in Time: SC.5.E.5.1
in the Universe? Water Planet FOSS Module
Scale Model Video – Size of Planets and Stars
Astronomy for Kids Storm on Saturn Scholastic Study Jams: The Universe
Brain Pop: Galaxies
Sun, Moon & Stars FOSS Module The Comet that Came In From the Brain Pop: Life Cycle of Stars
Mr. Parr’s Science Song: Galaxies Song
Common Core & Margot’s Venus Cold
A Closer Look at the Inner & Outer What Causes the Phases of the
Planets Moon
Earth in Space and Time: SC.5.E.5.3
Happy Scientist: Global Science
Scholastic Study Jams: Our Solar System: Inner Planets
Scholastic Study Jams: Our Solar System: Outer Planets
Scholastic Study Jams: A Day on Earth
Brain Pop: Solar System
Mr. Parr’s Science Song: Moon Phases
Mr. Parr’s Science Song: Planets Around a Star
Mr. Parr’s Science Song: Solar System Song
21 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE PACING: Weeks 7 – 12
September 26 – November 4
Unit of Study: Weather & Climate
Kindergarten – none
Prerequisite First Grade – none
Learning Second Grade – SC.2.E.7.1, SC.2.E.7.2, SC.2.E.7.3, SC.2.E.7.4, SC.2.E.7.5, SC.2.P.8.4, SC.2.P.8.5
Third Grade – none
Fourth Grade – none
Topics Learning Targets/Skills Benchmarks Vocabulary
Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back SC.5.E.7.1 collection
and forth from one state to another. condensation
Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth’s water SC.5.E.7.2 evaporation
reservoirs via evaporation and precipitation processes. freshwater
heat gain/warming
Weeks 7-8 Students will: Embedded heat loss/cooling
• review that water and the sun’s energy are renewable resources found on Earth. Nature of Science liquid water
• review how water changes its state through warming and cooling processes. precipitation
• create and label the parts of various 2- and 3-D models of the water cycle (evaporation, SC.5.N.1.1 reservoir
condensation, precipitation, runoff, collection). SC.5.N.1.2 resources
SC.5.N.1.5
SC.5.N.1.6 o renewable
Water Cycle • investigate the water cycle using various 3-D models. SC.5.N.2.1 o nonrenewable
• explain the changes that occur to water as it moves from one part of the water cycle to SC.5.N.2.2 runoff
saltwater
another (e.g., evaporation-liquid water changes to water vapor, condensation-water vapor solid water/ice
changes to liquid water). states of matter
• describe the role of the sun in the water cycle (provides the heat energy required for water cycle
evaporation). water vapor/gas
• describe the role of the oceans in the water cycle (provides most of the water for the water
cycle).
• explain that oceans are connected to all bodies of water on Earth via the evaporation and
precipitation processes.
Teacher Hints for “Water Cycle”:
• Students will need to be exposed to various representations and/or stages of the water cycle (i.e. puddles, wet jeans hanging on a clothesline, water in a swimming pool,
water in a fish tank, glass of ice tea, sealed plastic bag of water).
• In grade 3, students explored the physical changes of water. Review this foundational knowledge for the water cycle by defining and explaining vocabulary associated with
matter changes:
o melting – changing from a solid (ice) to a liquid (water) due to a heat gain
o evaporating – changing from a liquid (water) to a gas (vapor) due to a heat gain
o condensing – changing from a gas (vapor) to a liquid (water) due to a heat loss
o freezing – changing from a liquid (water) to a solid (ice) due to a heat loss
• Condensation may take the forms of a cloud, fog, dew, frost, and/or humidity.
• This is an appropriate time to review renewable/nonrenewable resources that were taught in Grade 4 because water and the sun’s energy are renewable resources. Include
a discussion of Florida’s renewable resources of sun, wind, and water as well as Florida’s non-renewable resources of phosphate, silica, limestone, and oil.
• SSA will not assess following terms: transpiration, infiltration, percolation, and reservoir. However, some terms, such as the term reservoir (collection), are not assessed on
SSA but are good words to use instructionally. Earth’s bodies of water include, but are not limited to oceans, lakes, rivers, ponds, streams, and puddles.
22 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation SC.5.E.7.3 environment
determine the weather in a particular place and time. fair weather
Embedded stormy weather
Students will: Nature of Science weather components
• review measuring temperature using dual thermometers (Celsius and Fahrenheit).
• describe each of the components that determine the weather in a particular place and time SC.5.N.1.1 o air pressure
(air temperature, air pressure, humidity, wind speed and direction, and precipitation). SC.5.N.1.6 o air temperature
• match weather data collection tools to the component of weather it measures SC.5.N.2.1 o humidity
(thermometer-air temperature, anemometer-wind speed, barometer-air pressure, wind SC.5.N.2.2 o precipitation
vane-wind direction, rain gauge-precipitation, hygrometer-humidity). o wind direction
• collect and record daily weather data using selected tools for the next two weeks. o wind speed
• describe relationships that exist between components of weather: weather tools
o As the air temperature increases, the humidity increases. o barometer
o If the air pressure drops rapidly, the air temperature increases. o thermometer
o When the humidity increases, the chances for rain are greater. o hygrometer
o As the air temperature approaches freezing, the chance of snow is greater. o rain gauge
• identify and describe how air temperature, air pressure, humidity, wind speed and o wind vane
direction, and precipitation determine the weather in a particular place. o anemometer
o Cooler temperatures, higher pressure, and little or no humidity are components of fair
Weeks 9-10 weather. SC.5.E.7.4 cirrus
o Warmer temperatures, lower pressure, and higher humidity are components of stormy cloud
Weather weather. Embedded cumulonimbus
o Winds blowing from Canada toward Florida will bring cooler air with lower humidity and less Nature of Science cumulus
Teacher Hints for chance for precipitation. erosion
this topic are on • identify and describe how air temperature, air pressure, humidity, wind speed and SC.5.N.1.6 hail
the next page. direction, and precipitation varies at different times (season to season). SC.5.N.2.1 rain
seasons
Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the SC.5.E.7.5 sleet
weather in a particular place and time. Embedded snow
Nature of Science stratus
Students will: SC.5.N.2.1
• identify cloud types (cumulus, cirrus, stratus, and cumulonimbus) and their relationship to desert
weather (e.g., cumulonimbus clouds are associated with stormy weather). environments
• explain how different types of precipitation form (rain, snow, sleet, and hail). forest
• explain the conditions necessary for different types of precipitation to form (e.g. hail grassland
develops during strong thunderstorms). mountains
• discuss relationships that exist amongst weather, location, and season (e.g., a strong rainforest
thunderstorm may produce hail in Florida during spring and summer). swamps
tundra
Recognize that some of the weather-related differences, such as temperature and humidity, are wetland
found among different environments, such as swamps, deserts, and mountains.
Students will:
• compare the weather conditions of different environments: desert, grassland, rainforest,
tundra, wetland, swamps, and mountains (e.g., the weather over a desert is more likely to
be dry and hot, and the weather over a swamp is more likely to be warm and rainy).
23 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Teacher Hints for “Weather”:
• You may want to have students track the weather elements (air temperature, air pressure, humidity, cloud cover, etc.) on a class chart and in their student notebook.
• In scenarios, wind speeds will be shown in miles per hour (mph).
• Students will need to know how clouds are related to weather and that cumulus, cirrus, stratus, and cumulonimbus clouds are all associated with certain kinds of weather
conditions. Students should be aware that clouds have names but they will not have to differentiate among the different types of clouds.
• Distinguish between how sleet and hail form:
o sleet - precipitation that freezes near the ground that often begins as rain or snow
o hail - precipitation that is chunks/balls of ice that usually falls during a thunderstorm
• Assessment items will use the term air pressure rather than barometric pressure.
• This is a good time to review weathering and erosion, a concept that is only taught in Grade 4. Weathering may occur as a result of precipitation falling onto Earth’s surface
and as it flows, chip and break rock. Erosion may occur as water is flowing over Earth’s surface, moving bits of rock from one place to another.
Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, SC.5.E.7.6 climate
elevation, and proximity to bodies of water. climate zone
Weeks 11-12 Students will: Embedded elevation
• identify the location of major climate zones (polar, tropical, and temperate) on a globe and Nature of Science environment
Climate on different maps. equator
• locate the equator (0 degrees latitude) and Florida on a globe and on different maps. SC.5.N.1.1 latitude
OPTIONAL • distinguish between environments and climate zones (e.g. the tundra environment is SC.5.N.2.1 polar
05 VST 1 available located within the polar zone, the rainforest environment is within the tropical zone). temperate
to administer at the • describe air temperature and precipitation of different climate zones. tropical
• describe how air temperature and precipitation relate to latitude (distance from equator)
end of the within a climate zone.
Earth/Space Unit • describe how air temperature and precipitation relate to elevation (e.g., mountains and
valleys) within a climate zone.
(Week 12)
• describe how air temperature and precipitation relate to the proximity to bodies of water
(e.g., coastal vs. inland, ocean currents) within a climate zone.
Teacher Hints for “Climate”:
• Students should have practice locating the equator and tropical, temperate, and polar zones on different maps. Students should be able to identify the different environments
located within each zone. At the elementary level, students need to recognize Florida as being in the temperate zone.
• Students should have exposure to topographic maps in order to feel how elevation is represented on a map.
• Students will not require specific knowledge of geographic locations and will not need to know about cold and warm fronts.
Design a family preparedness plan for natural disasters and identify the reasons for having such a plan. SC.5.E.7.7 natural disasters
Students will: preparedness
Enrichment • recognize that Florida’s temperate climate, proximity to the ocean, and geography make it
vulnerable to a number of potential natural disaster threats (e.g., hurricanes, tropical
storms, tornadoes, wildfires, flooding).
• design a family preparedness plan for natural disasters.
• identify the reasons for having family preparedness plans.
Teacher Hints for “Enrichment (Family Preparedness Plan)”:
• Some resources that could be used as a home-school connection activity are provided below.
o Creating a severe weather plan. http://www.floridadisaster.org/family/)
o AIMS Earth Science (Coordinating a Plan – pages 347-358)
24 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Resource Weeks 7-8 Weeks 9-10 Weeks 11-12
Alignment Water Cycle Weather Climate
HMH pp. 97A-114A pp. 115A-142A pp. 143-158
Teacher’s Edition Sun, Rain, Hurricane, What Makes
Sun, Rain, Hurricane, What Makes Sun, Rain, Hurricane, What Makes Weather? (see page Weather? (see page 97F TE for
HMH Weather? (pp. 8 – 11) 97F TE for additional options) additional options)
Leveled Readers (see page 97F TE for additional
options) I Can Read the Sky! and When the Wind Blows, p. 13 What Factors Affect Climate?
HMH Watching the Water Cycle and An Icy How Can We Observe Weather Patterns?, p. 15
Inquiry Observation, p. 11 Find the Freezing Point, p. 17 pp. 216–217
Flipchart/Labs What Happens During the Water Earth Science
Cycle, p. 12 How Do We Measure Weather? The Great-Moderator, p. 285
HMH What Is the Water Cycle? Elevated Differences, p. 293
Think Central What Happens During the Water How Do Weather Patterns Help Us Predict Weather? Heating of Land & Water, p. 283
ScienceSaurus Cycle?
pp. 187–193 How Can We Observe Weather Patterns? Bill Nye: Climates
AIMS Science Earth Science Climates and Seasons
(Florida-specific) Checking on the Water Cycle, p.103 pp. 198–215 Anita: Balance Climate
The Mini Water Cycle, p.111
Formative Moving Raindrops, p. 117 Earth Science Scholastic Study Jams: Weather & Climate
Assessment Probes Brain Pop: Climate Types
Precipitation, p. 135 Temperature Tally, p. 201
Safari Montage
Decimal Downpour, p. 137 Highs & Lows, p. 209
CPALMS
Station Model, p. 181 Wind Ways, p. 219
Florida Focus
Assessments Precipitation Forecasting, p. 338
Web Resources Volume 1 Water’s Eyewitness: Weather
Wet Jeans, p. 155 Cycle Real World Science: Weather and Climate
The Water Cycle - Back and Forth
Bill Nye: Water Cycle The Water Cycle -Back and Forth (Part 2)
The Water Cycle Why Does Rain Fall?
Changes to Land
Water Cycle Looking at Weathering and Erosion
Water Cycle in a Bag An Everglades Visit
The Hydrologic Cycle Earth Systems & Patterns: SC.5.E.7.3
Water Cycle Game
Happy Scientist: Measuring Lightning
Earth Systems & Patterns: SC.5.E.7.1 Happy Scientist: Building Rain Gauge Brain Pop:
Happy Scientist: Building Rain Gauge Part 2 Clouds
Happy Scientist: Model of the Water Cycle Scholastic Study Jams: Clouds & Precipitation
Happy Scientist: Water Cycle Scholastic Study Jams: Weather Instruments
Scholastic Study Jams: The Water Cycle Scholastic Study Jams: Air Pressure & Wind
Brain Pop: Water Cycle Mr. Parr’s Science Song: Weather Instruments
Mr. Parr’s Science Song: Water Cycle Mr. Parr’s Science Song: (Storm) Clouds
Hazardous Weather: A Florida Guide
25 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE PACING: Weeks 13 – 17
November 7 – December 9
Unit of Study: Matter
Kindergarten – SC.K.P.8.1, SC.K.P.9.1
Prerequisite First Grade – SC.1.P.8.1, SC.1.E.5.3
Learning Second Grade – SC.2.P.8.1, SC.2.P.8.2, SC.2.P.8.3, SC.2.P.8.4, SC.2.P.8.6, SC.2.P.9.1
Third Grade – SC.3.P.8.1, SC.3.P.8.2, SC.3.P.8.3, SC.3.P.9.1
Fourth Grade – SC.4.P.8.1, SC.4.P.9.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, SC.5.P.8.1 attract/repel
and temperature. classification
Weeks 13-14 Students will: Embedded displace
• review by describing and classifying a material as a solid, liquid, or gas. Nature of Science gas
Properties of • review how to use the water displacement method to find the volume of regular- and liquid
Matter irregular-shaped solids. SC.5.N.1.1 magnetic
• justify the reasoning for the classification of materials based on shape, mass (weight) and SC.5.N.1.5 mass
volume (water displacement). SC.5.N.1.6 physical properties
• recognize that physical properties include both observable and measurable properties. SC.5.N.2.1
• compare and contrast the observable properties of solids, liquids, and gases (e.g., shape, SC.5.N.2.2 o observable
color, hardness, texture, taste, attraction to magnets). o measurable
• compare and contrast the measurable properties of solids, liquids, and gases (e.g., mass, Also assesses states of matter
volume, temperature). SC.3.P.8.1/8.2/8.3 o solid
o liquid
SC.4.P.8.1 o gas
temperature
volume
water displacement
Teacher Hints for “Properties of Matter”:
• A solid has a definite shape but a collection of solids may take the shape of the container that holds them and will also pour, a property we often associate with liquids (sand,
rice, sugar, salt).
• Check for student understanding of measurable physical properties: time (min. and sec.), linear (cm, m, km), mass (mg, g, kg), volume (mL, L), and temperature (ºC, ºF).
Use the listing of scientific tools from Weeks 2-4 to identify the physical properties of matter. Students need exposure to dual thermometers, which show ˚C and ˚F on the
same thermometer. They will not convert temperature from Celsius to Fahrenheit and vice versa.
• The water displacement method is a technique used to measure the volume of an object by calculating how much water it displaces, or pushes aside when placed into a
sample of water. To determine the volume of an object, subtract the final water level from the starting water level.
Weeks 15-16 Investigate and describe that many physical and chemical changes are affected by temperature. SC.5.P.9.1 chemical change
condense
Changes in Students will: Embedded decay
Matter • review the causes for the weathering of rocks (ice wedging, precipitation and flowing water, Nature of Science evaporate
abrasion of particles carried by the wind, plant roots, temperature change) freeze
Teacher Hints for • review the causes for the erosion of rocks (gravity, ice/glaciers, flowing water, wind). SC.5.N.1.1 melt
this topic are on • review by describing visible signs of a chemical change that may occur (odor, color change, SC.5.N.1.4 physical change
the next page. temperature change, gas production/fizzing sound). SC.5.N.1.5 physical weathering
• review by comparing the similarities and differences of physical and chemical changes. SC.5.N.1.6 temperature change
• investigate and describe that many physical changes to solids and liquids are affected by SC.5.N.2.1
temperature change (e.g., melting, freezing, evaporating, condensing, dissolving). SC.5.N.2.2
• investigate and describe how temperature can cause a chemical change that results in
the formation of a new material with different characteristics (e.g., baking, grilling, frying, Also assesses
toasting, decaying plant and animal matter, rusting, releasing of carbon dioxide). SC.3.P.9.1
SC.4.P.9.1
26 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Teacher Hints for “Changes in Matter”:
• Check out Changing States (http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml) for support of ways objects undergo change.
• Evidence of a chemical change may include a color change, a gas or solid formation, new odor presence, temperature change, and different characteristics in the material.
• Please note that evidence of a color change does not always indicate that a chemical change has occurred. For example, the addition of food coloring to water change the
water color but is only a physical change. A new substance does not form.
Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts SC.5.P.8.3 dissolve
such as particle size, shape, color, and magnetic attraction. filter/filtration
Week 17 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions SC.5.P.8.2 magnetic attraction
Mixtures that will speed up or slow down the dissolving process. mixture
Embedded particle size
Students will: Nature of Science retain properties
• demonstrate and explain how mixtures of solids can be separated based on observable sieve
properties of their parts (e.g., particle size, shape, color, magnetic attraction) through SC.5.N.1.1 sort
sorting, screening-sieve, filtration, magnets, and evaporation. SC.5.N.1.4 surface area
• investigate common household materials (liquids or solids) that will dissolve in water (e.g., SC.5.N.1.5
salt, sugar, drink mixes) and those that will not (e.g., rice, beans, cooking oil, lard). SC.5.N.1.6
SC.5.N.2.1
SC.5.N.2.2
• recognize that not all parts of a mixture will dissolve.
• investigate the conditions (temperature, stirring/shaking, surface area) that will speed up or
slow down the dissolving process and/or chemical reactions (e.g., heat speeds up reactions
and the dissolving process).
Teacher Hints for “Mixtures”:
• Be sure to include materials that are magnetic in mixtures that are being separated (e.g., iron filings, paper clips, staples, screws, nails).
• Providing experiences with dissolving solids in liquids (e.g., salt and water, sand and water) and liquids in liquids (e.g., oil and water, food coloring and water).
• Ask students to record physical properties of 3-4 substances before combining to make a mixture. Discuss whether each substance retain its physical properties or not.
• Provide students an experience to separate a mixture that includes solids and liquids that do and don’t dissolve (e.g., water, salt, sand, iron filings, and gravel).
• Warmer temperatures, vigorous stirring/shaking, and a greater amount of surface area exposed will speed up the rate at which a substance will both dissolve and react (e.g.,
Alka-Seltzer will dissolve faster when placed in warm water, stirred, and/or broken/crushed into smaller pieces).
• Liquids that will not dissolve in water include, but are not limited to, cooking oil, mineral oil, baby oil.
• Solids that will not dissolve in water include, but are not limited to, sand, pepper, flour, corn starch, baby powder, marbles.
• The term solutions is no longer assessed. Refer to these special mixtures as mixtures that dissolve. Students will not have to differentiate between a mixture and a solution.
Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of SC.5.P.8.4 atoms
parts that are too small to be seen without.
Enrichment Students will:
• define atoms as the building blocks of matter.
• recognize that all matter is composed of parts that are too small to be seen with ordinary
microscopes.
Teacher Hints for “Enrichment”:
• Students will not be assessed on Enrichment benchmarks. In regards to this content, students will no longer be assessed on atoms or the atomic theory. Teachers may
instruct this content post-SSA and in preparation for middle school.
27 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Resource Weeks 13-14 Weeks 15-16 Week 17
Alignment Properties of Matter Changes in Matter Mixtures
HMH pp. 163A-178 pp. 179A-194 pp. 195A-210A
Teacher’s Edition
It Is Good to Know About Matter It Is Good to Know About Matter It Is Good to Know About Matter (pp. 10-13)
HMH (pp. 2-7) (see p. 163F TE for additional options)
Leveled Readers (see p. 163F TE for additional options) (see p. 163F TE for additional options)
Making Measurements and Get Detailed, An Inky Mixture and Does It Dissolve, p. 20
HMH p. 6 Student Guide pp. 8-9 and pp. 14-15 What Affects the Speed of Dissolving?,p. 21
Inquiry
Flipchart/Labs Observe Some Chemical Changes and Shhhh! What Are Mixtures and Solutions?
What Affects the Speed of Dissolving?
HMH Secret Messages, p. 18 pp. 256-259
Think Central How Can Temperature Change Matter?, p. 19 Physical Science
ScienceSaurus Does It Dissolve?, p. 99
What Are Solids, Liquids, and Gases? How Does Matter Change? A Sorted Mixture, p. 143
AIMS Science How Can Temperature Change Matter?
(Florida-specific) Elements, Compounds, & Mixtures: Ch. 4
pp. 242–247 pp. 260–267 Elements, Compounds, & Mixtures: Ch. 5
Formative Physical Science Elements, Compounds, & Mixtures: Ch. 6
Assessment Oh Dear What Can This Matter Be?, Physical Science Physical Properties of Solids
p. 27 Solids, Liquids, and Gases, Oh Why?, p. 37 What It’s Made of: Solute or Mixture
Probes To Dissolve or Not To Dissolve (Part I)
(Page Keeley) Mixed Reactions, p. 85 To Dissolve or Not To Dissolve (Part II)
Copy Center Change Matters, p. 181 Solve The Dissolving Problem
Kelly’s Café: Mixing it Up!!
(DOD) Volume 1: Volume 2: Volume 1: Volume 2: Salt: Up Close And Personal
Ice Cubes in a Bag, p. 49 Comparing Changes in Matter: SC.5.P.9.1
Safari Montage Lemonade, p. 55 Cubes, Is It Melting?, p. 73 What’s In the Bubbles?,
Is It Matter?, p. 79 p. 19 Beach Sand, p. 163 pp. 65-70
CPALMS Mountain Age, p.
169
Florida Focus
Assessments DOD: DOD:
Measurement Stations Slime Experiment
Web Resources
Properties of Matter Changes In Properties of Matter
Bill Nye: Phases of Matter
Changes In States of Matter
Bill Nye: Chemical Reactions
3 Methods for Measuring Volume Change Matters: Physical & Chemical Changes
Properties of Matter Inventions & Innovations MEA
Rava’s Florida Fusion Catering Shady Day MEA
Cooking In the Chemical Kitchen
Properties of Matter: SC.5.P.8.1 Properties of Matter: SC.5.P.8.3
Happy Scientist: Matter Mr. Parr’s Science Song: 4 States of Matter Brain Pop: Property Changes
Happy Scientist: Mass and Weight Happy Scientist: Dry Ice Brain Pop: Matter Changing States
Happy Scientist: Egg States Happy Scientist: A Watched Pot Happy Scientist: Sorting Salt and Pepper
Scholastic Study Jams: Properties of Matter Scholastic Study Jams: Physical & Chemical Changes Happy Scientist: Iron Cereal
Scholastic Study Jams: Solids, Liquids, & of Matter Scholastic Study Jams: Mixtures
Gases Scholastic Study Jams: Energy & Matter Brain Pop: Compounds and Mixtures
BrainPop: Measuring Matter Mr. Parr’s Science Song: Mixtures Separating
Brain Pop: States of Matter
28 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE PACING: Weeks 18 – 25
Unit of Study: Energy & Motion December 12 – February 5
Prerequisite Kindergarten – SC.K.P.10.1, SC.K.P.12.1, SC.K.P.13.1, SC.K.E.5.1
Learning First Grade – SC.1.P.12.1, SC.1.P.13.1, SC.1.E.5.2
Second Grade – SC.2.P.10.1, SC.2.P.13.1, SC.2.P.13.2, SC.2.P.13.3, SC.2.P.13.4
Third Grade – SC.3.P.10.1, SC.3.P.10.2, SC.3.P.10.3, SC.3.P.10.4, SC.3.P.11.1, SC.3.P.11.2, SC.3.E.5.4, SC.3.E.6.1
Fourth Grade – SC.4.P.8.4, SC.4.P.10.1, SC.4.P.10.2, SC.4.P.10.3, SC.4.P.10.4, SC.4.P.11.1, SC.4.P.11.2, SC.4.P.12.1, SC.4.P.12.2
Topics Learning Targets/Skills Benchmarks Vocabulary
Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and SC.5.P.10.1 absorb
mechanical. bend
Students will: Embedded change
Nature of Science conduct/conductor
• investigate and describe some basic forms of energy, including light, heat (thermal), energy
sound, electrical, chemical, and mechanical (energy of motion). SC.5.N.1.1
SC.5.N.1.4 o chemical
o review how light travels in a straight line until it strikes an object (opaque, translucent, transparent) SC.5.N.2.1 o electrical
and then is reflected/bounced, bent, or absorbed. SC.5.N.2.2 o heat (thermal)
o light
o review that things that give off light often also give off heat.
Weeks 18-19 o review that heat is produced when one object rubs against another (friction). Also assesses o mechanical
Energy o review that sound is produced by vibrations and that pitch depends on how fast or slow an object SC.3.P.10.1/10.3/10.4 o sound
friction
vibrates. SC.3.P.11.1/11.2 heat flow
o review that heat flows from a hot object to a cold object. SC.4.P.10.1/10.3 heat gain
o review common materials that conduct heat well or poorly. heat loss
o review that mechanical energy is stored at a position or released in motion. SC.5.P.10.2 insulator
o explain that electrical energy is the flow of a charge/current through a material.
(poor conductor)
o explain that chemical energy is stored or released in a chemical reaction (e.g., a source is from the motion
opaque
foods animals eat).
Investigate and explain that energy has the ability to cause motion or create change.
Students will: Embedded pitch
• identify and describe examples where energy has caused motion and/or created change Nature of Science reflect
(e.g., twirling pinwheel, boiling water, cooking food, turning on a lamp, freezing water, sound
melting chocolate, plant/animal decay, vibration of a radio speaker). SC.5.N.1.1 translucent
• explain the relationship between energy, motion, and change. SC.5.N.2.1 transparent
SC.5.N.2.2 vibration
Also assesses
SC.3.P.10.2
SC.4.P.10.2/10.4
Teacher Hints for “Energy”:
• Energy has the ability to cause motion or create change.
• Plants use energy from the sun to make their own food. Animals consume plants as food for their energy. Food (from plants and animals) is then transformed to chemical
energy in the animal’s body so that it may be used. For example, humans consume food and convert this source into chemical energy.
• The terms kinetic and potential energy are no longer taught in elementary. Mechanical energy is the energy of position and motion.
• In a complete circuit, there is a power source in which the energy will flows from and back to this source.
• A foldable, such as multi-page flipbook, may be a way for students to organize the information of all the different types of energy taught in
grades 3, 4, and 5.
• Review renewable and nonrenewable energy resources, focusing on resources found in Florida: sun, air/wind, water, phosphate, oil, limestone,
silica (sand).
• Present a scenario and ask for evidence of change due to some kind of energy being applied (e.g., pushing someone down a slide, a stick moving along with a current).
• An object that is put into motion will always change its original position and sometimes its direction.
29 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Weeks 20-21 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as SC.5.P.10.4 attract
Electricity the energy of motion. electric charge
SC.5.P.10.3
Investigate and explain that an electrically-charged object can attract an uncharged object and can either o negative
attract or repel another charged object without any contact between the objects. Embedded o positive
Nature of Science o neutral
Students will: electricity
• investigate and explain that electrical energy can be transformed into heat, light, sound, SC.5.N.1.1 repel
and mechanical energy (e.g., lamp, heater, generator, motor, stove, mobile device). SC.5.N.1.4 static electricity
• investigate static electricity (a buildup of electrical charges on an object). SC.5.N.1.5 transformation
• explain that opposite electrical charges attract (pull towards each other) and like electrical SC.5.N.2.1
charges repel (push apart) without any contact needed between the objects. SC.5.N.2.2 closed circuit
• explain that an electrically-charged object, whether positively or negatively charged, will conductors
attract an uncharged (neutral) object. SC.5.P.11.1 electricity
insulator
Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop). Embedded
Nature of Science (poor conductor)
Students will: open circuit
• determine the source of energy for a circuit. SC.5.N.1.1 simple circuit
• investigate and illustrate the fact that the flow of electricity requires a closed circuit (a SC.5.N.1.4
complete loop) when constructing a simple circuit. SC.5.N.1.5
• distinguish between open and closed circuits. SC.5.N.2.1
• determine which circuit from a visual representation can carry electricity to power an SC.5.N.2.2
object and which circuit cannot.
SC.5.P.11.2
Identify and classify materials that conduct electricity and materials that do not.
Students will: Embedded
• identify and classify materials that are good conductors (e.g., copper, water, aluminum Nature of Science
foil) and insulators/poor conductors (e.g., plastic, rubber, glass, wood) of electricity.
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.2.1
SC.5.N.2.2
Teacher Hints for “Electricity”:
• Electricity learning targets are specific to grade 5. Students should be given hands-on, minds-on experiences in both static and current electricity.
• Make learning connections between the similarities of magnetism and static electricity. Neither requires contact for motion or a change in position to occur. Both involve the
property of attraction and repulsion. Students just need a conceptual understanding of static electricity, not how matter gains or loses electrons. For example, a conceptual
understanding includes knowing the direction of movement caused by a negatively charged balloon being placed near a positively charged balloon.
• Students should build complete electrical circuits and then investigate open and closed circuits.
• Electrical energy flows from the energy source, such as a battery, to the light source, and then returns to the energy source before flowing to the light source again.
• Students should investigate making a circuit with one wire, one bulb, and one battery.
• Students learn that electrical energy may transform to light, sound, and/or mechanical energy through experiences with static and current electricity.
30 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling SC.5.P.13.1 attract/attraction
objects. balanced forces
05 Science SMT 2 Students will: Embedded direction
to be • review that gravity is a force that can be overcome. Nature of Science distance
• review examples of magnetic attraction and repulsion. force
administered • identify familiar forces (pushes, pulls, friction, gravity, magnetism) that cause or hinder SC.5.N.1.1 friction
during Week 22. movement of objects. SC.5.N.2.1 gravity
• identify two or more forces acting upon an object in a scenario. SC.5.N.2.2 magnetism
• interpret the effect of two or more forces acting upon an object. motion
• recognize that friction is a force that resists movement. Also assesses newton (N)
SC.3.E.5.4 position
SC.4.P.8.4 pull
Investigate and describe that the greater the force applied to it, the greater the change in motion of a given SC.5.P.13.2 push
object. repel/repulsion
Weeks 22-24 Investigate and explain that when a force is applied to an object but it does not move, it is because another SC.5.P.13.4 speed
opposing force is being applied by something in the environment so that the forces are balanced. spring scale
Embedded unbalanced forces
Students will: Nature of Science
• measure force in Newtons (N) using a spring scale.
SC.5.N.1.1
• demonstrate that a force may change an object’s original position. SC.5.N.1.4
• investigate that the greater the force applied to an object, the greater the change in motion SC.5.N.1.5
SC.5.N.2.1
of a given object. SC.5.N.2.2
Force and o the amount of force applied to an object affects the speed and/or distance at which it moves
Motion o force affects the direction an object moves
• investigate and explain the effect balanced and unbalanced forces have on motion.
o balanced forces are present when an object does not move because opposing forces are
holding the object in place (e.g., a book laying on a table is being acted upon by the table
OPTIONAL pushing up on the book from below and gravity pushing down from above).
05 VST 2 available o unbalanced forces are present when an object does move because one of the opposing SC.5.P.13.3
to administer at the forces moves the object from its original position.
end of the Physical Embedded
Investigate and describe that the more mass an object has, the less effect a given force will have on the Nature of Science
Science Unit object’s motion.
(Week 24).
Students will:
• investigate and describe the relationship among mass, force, and motion. SC.5.N.1.1
o objects with greater mass require more force to move compared with objects of less mass SC.5.N.1.4
(and the reverse). SC.5.N.1.5
o more force is required to slow down an object in motion with greater mass compared to an SC.5.N.2.1
object with less mass (and the reverse). SC.5.N.2.2
Teacher Hints for “Force and Motion”:
• A force may cause motion and/or a rotation. When an object has moved, it has changed its original position.
• When a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment. These forces are balanced.
A game of tug-of-war illustrates the idea of balanced and unbalanced forces.
• Magnets were introduced in grades 2 and 4. Students may need some review in grade 5 predicting the causes and effects of magnet movements.
• Students will not need to know specific Newton Laws, but they will need to have a conceptual understanding of force and motion addressed within these laws.
• A spring scale measures the force of gravity on an object (its weight). The spring inside stretches according to the object’s weight hanging on the hook of the spring scale.
Week 25 STEM Week
31 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Resource Weeks 18-19 Weeks 20-21 Weeks 22-24 Week 25
Alignment Energy Electricity Force and Motion
HMH pp. 227A-246A pp. 247A-276; 281A-300 pp. 303A-328
Teacher’s Edition
It Takes Energy Charge It! How Electricity Works Forces at Work (pp. 2 – 9)
HMH (see p. 227F TE for additional options) (see p. 227F and 281F TE for additional Motion and Movement
Leveled Readers options) (see p. 303F TE for additional options)
Static Cereal! and A Big Charge!, On A Roll and Make It Easier, p. 30
HMH Seeing Sound Energy and Light p. 25 How Do Forces Affect Motion?, p. 31
Inquiry Flipchart/Labs Travels. p. 23 How Do Electric Charges Interact?, What Are Balanced and Unbalanced
What Changes Can Energy Cause?, p. 26 Forces?, p. 32
p. 24 What Is an Electric Circuit?, p. 28
Compare Two Circuits, p. 29 What are Forces?
What Is Energy? What Is Electricity? How Do Forces Affect Motion?
What Changes Can Energy Cause? How Do Electric Charges Interact? What Are Balanced and Unbalanced
How Do We Use Electricity? Forces?
HMH What Is an Electric Circuit? STEM Week
Think Central What Are Electric Circuits, Conductors pp. 270-279
and Insulators?
ScienceSaurus pp. 284–293; 308-333
pp. 295-307
AIMS Science Physical Science
(Florida-specific) Forms of Energy, p. 191 Physical Science Physical Science
Hole Cards, p. 193 Static Strokes, p. 251 Dart Data, p. 351
Tuning Into Sound, p. 207 Sparky’s Light Kit, p. 269 How Heavy? How Far?, p. 397
Mechanical Energy, p. 213 Path Finders, p. 275 Bumper Cars, p. 385
Ball on a Roll, p. 215 Make a Switch, p. 287 Catapults, p. 409
Rubber Band Shoot, p. 221 Conductor or Insulator?, p. 333 Blockbuster Forces, p. 421
On Board With Force, p. 429
Tug Teams, p. 451
Formative Volume 1:
Assessment Probes Can It Reflect Light?, p. 25
Making Sound, p. 43
(Page Keeley) The Mitten Problem, p. 103
Objects and Temperature, p. 109
Volume 2:
Ice-Cold Lemonade, p. 77
Mixing Water, p. 83
32 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Resource Weeks 18-19 Weeks 20-21 Weeks 22-24 Week 25
Alignment Energy Electricity Force and Motion
Copy Center
Sound DOD: Forces
(DOD) Bill Nye: Heat Electricity Lab Bill Nye: Motion
Safari Montage The Science of Disney Imagineering: Electricity Forces and Movement
Energy Bill Nye: Electrical Currents
CPALMS Transformation of Energy: Constructing an The Magic School Bus: Gets Charged
Electromagnet
Florida Focus Shady Day MEA Transformation of Electrical Energy Pendulum Inquiry STEM Week
Assessments Sammy’s Solar Fountains Enlightening Explorations Part I Magnets 1: Magnetic Pick Ups
Exploring the Six Forms of Energy Electricity AND Energy Blast Off: An Engineering Design
Web Resources Solar Energy QR Hunt The Shocking Truth About Circuits: An Challenge
Enlightening Explorations, Part 1 Engineering Design Challenge Forces
The Shocking Truth About Circuits: An Let There Be Light! XTreme Rollercoasters
Engineering Design Challenge Let It Flow Newton’s First Law of Motion (Part II)
Soccer Team Uniform Decision Making Connections! Wondrous Water Parks
How Does Electricity Flow? Sunshine Beach Hotel MEA
Forms of Energy: SC.5.P.10.1 Newton’s First Law of Motion (Part III)
Forms of Energy: SC.5.P.10.2 Forms of Energy: SC.5.P.10.4 Lunar Landers: Exploring Gravity
Newton’s Third Law of Motion
Happy Scientist: Solar Power Happy Scientist: Simple Circuit
Happy Scientist: Taking a Marshmallow Happy Scientist: Bird on a Wire Forces and Changes in Motion:
Apart Scholastic Study Jams: Electricity SC.5.P.13.1
Scholastic Study Jams: Heat Scholastic Study Jams: Current Forces and Changes in Motion:
Scholastic Study Jams: Light Electricity & Electric Currents SC.5.P.13.2
Scholastic Study Jams: Sound Brain Pop: Current Electricity Happy Scientist: High Bounce
Scholastic Study Jams: Light Absorption, Brain Pop: Electricity Scholastic Study Jams: Force &
Reflection, & Refraction Brain Pop: Electric Circuits Motion
Brain Pop: Forms of Energy Happy Scientist: The Old Tablecloth Scholastic Study Jams: Gravity &
Brain Pop: Heat Trick Inertia
Brain Pop: Light Brain Pop: Force
Brain Pop: Sound Brain Pop: Acceleration
Mr. Parr’s Science Song: Motion
Song
Mr. Parr’s Science Song: Newton’s
Laws of Motion
Mr. Parr's Science Song: Friction
Mr. Parr’s Science Song: Weight,
Mass, and Gravity
33 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE PACING: Weeks 26 – 29
Unit of Study: Life February 13 – March 9
Prerequisite Kindergarten – SC.K.L.14.1, SC.K.L.14.3
Learning First Grade – SC.K.L.14.3, SC.1.L.16.1
Second Grade – SC.2.L.14.1, SC.2.L.17.1, SC.2.L.17.2
Third Grade – SC.3.L.15.1, SC.3.L.15.2, SC.3.L.17.1
Fourth Grade – SC.4.L.16.2, SC.4.L.16.3, SC.4.L.17.1, SC.4.L.17.4
Topics Learning Targets/Skills Benchmarks Vocabulary
Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, SC.5.L.14.1 human body organs
Week 26-27 stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory o brain
organs. o heart
o lungs
Students will: o stomach
• identify the organs in the human body: brain, heart, lungs, stomach, liver, small intestine, o liver
large intestine, pancreas, muscles, skeleton, kidneys, bladder, and reproductive organs o small intestine
(ovaries, testes), sensory organs (eyes, ears, nose, tongue, and skin). o large intestine
o pancreas
Human Body • describe the function(s) of the body parts mentioned above (e.g., stomach breaks down o muscles
Organs and food into nutrients, pancreas produces chemicals that aid in digestion, liver cleans blood by
Functions removing toxins). o skeleton (internal)
o kidneys
o bladder
o reproductive organs
ovaries
testes
o sensory organs
eyes
ears
nose
tongue
skin
Teacher Hints for “Human Body Organs and Functions”:
• Diagrams of the reproductive organs will not be used on the SSA or the district assessment. Teachers are instructed to refrain from using the rubber band books in the AIMS
Life Book entitled, the Male Reproductive System and the Female Reproductive System.
• Students will NOT need to match body structures with the body system to which it belongs, but they will need to identify the structure and their function(s) for the following
individual organs: brain, lungs, stomach, liver, large intestine, small intestine, pancreas, muscle, skeleton, testes, ovaries, kidneys, bladder, and sensory organs.
• Students do NOT need to know the names of the bones or muscles, but will need to know the function(s) of the skeleton and muscles.
• Items will not require specific knowledge of the parts of organs although instruction of these parts may lead to a more complete understanding of each organ.
34 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Compare and contrast the function of organs and other physical structures of plants and animals, including SC.5.L.14.2 exoskeleton
humans, for example: some animals have skeletons for support – some with internal skeletons other with food production
exoskeletons – while some plants have stems for support. Also assesses invertebrates
SC.3.L.15.1 ovary/egg
Students will: SC.3.L.15.2 pistil
• review plant structures and their functions. pollen/sperm
Week 28 o flower/ fruit – reproduction reproduction
o seed/spore - reproduction stamen
Structure/ o leaf/needle – food production vertebrates
Function o stem –supports the plant, transports water and nutrients
Comparison o root – supports the plant, absorbs water and nutrients
• review animal classification and attributes for each group.
o vertebrates – mammals, birds, reptiles, amphibians, and reptiles
o invertebrates – include arthropods (segmented bodies, jointed legs, hard outer
covering/exoskeleton)
• differentiate the function(s) of organs in animals (e.g., exoskeleton vs. internal skeleton,
lungs vs. gills, nose vs. antenna, skin vs. scales).
• compare structure/function of plants and animals that serve similar roles limited to the
following: skin to plant covering, skeleton to stem, reproductive organs to a flower (pistil,
ovary, eggs, pollen/sperm, stamen).
Teacher Hints for “Structure/Function Comparison”:
• Make a comparison between animal and plant sexual reproduction structure/function:
o plant female structures of pistil, ovary, eggs with human structures of ovary and eggs
o plant male structures of pollen/sperm, stamen with human structures of testes and sperm
• Florida Focus Org/Dev of Living Organisms SC.5.L.14.2: First and Second Assessments will guide you in how structure/function comparison content may translate to
assessment item stems.
• Reviewing plant and animal structure/function, plant behaviors, animal classification, and food chains will assist students with the benchmark targets in this unit.
ScienceSaurus pages 76-97, 107, 126-131, and 133-155 may serve as a reference.
35 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Compare and contrast adaptations displayed by animals and plants that enable them to survive in SC.5.L.17.1 adaptation
different environments such as life cycles variations, animal behaviors and physical characteristics. SC.5.L.15.1 o physical
o behavioral
Describe how, when the environment changes, differences between individuals allow some plants and camouflage
animals to survive and reproduce while others die or move to new locations. carnivore
Week 29 Students will: Embedded competition
• review food chains (e.g., sun grass rabbit fox). Nature of Science consumer
Adaptations environment
• review the classification of consumers as herbivores, carnivores, or omnivores. SC.5.N.2.1 food chain
OPTIONAL • distinguish between physical and behavioral adaptations displayed by animals and herbivore
05 VST 3 available to Also assesses hibernation
administer at the end of plants. SC.3.L.17.1 migration
the Life Science Unit omnivore
• explain how adaptations displayed by plants and animals enable them to survive in SC.4.L.16.2/16.3 population
(Week 29) different environments. SC.4.L.17.1/17.4 predator
o physical characteristics (e.g., body/stem covering, body fat, leaf shape, body shape, prey
teeth, claws, acute eyesight/hearing). producer
o behaviors (e.g., dormancy, root growth, color change, climb, hide) resources
o life cycles variations (e.g., complete and incomplete metamorphosis, seasonal
dormancy, a seed’s germination following extreme environmental conditions)
• identify ways an environment changes (e.g., disease, fire, drought, pollution,
human intervention, climate, increased predators, increased competition for food).
• describe structures and behaviors that plants and animals use in a changing
environment.
• explain that physical and behavioral adaptations of plants and animals are used in
changing environments to enable some plants and animals to survive and
reproduce while others die or move to new locations.
Teacher Hints for “Adaptations”:
• Physical adaptations are those structures/features physically on plants and animals that allow them to survive and reproduce within their environment. Examples of these
adaptations include waxy coating on cacti that allow them to retain water and wide feet on some desert animals that prevent them from sinking into the sand.
• Behavioral adaptations are those behaviors exhibited by plants and animals that allow them to survive and reproduce within their environment. Examples of these
adaptations include plants growing their roots deeper into the soil in search of water during drought conditions and lizards purposefully breaking off their tails in order to
escape their predators.
• Living things go through stages of growth and development called a life cycle. Students have learned in previous grade levels about life cycles. Review animal and plant life
cycles, including the two insect life cycles of complete and incomplete metamorphosis.
• Florida Focus Interdependence: SC.5.L.17.1 First and Second Assessments will guide you in how content on adaptations may translate to assessment item stems.
36 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Resource Week 26-27 Weeks 28-29
Alignment Human Body Organs and Functions Structure/Function Comparisons
HMH pp. 333A – 386 Adaptations
Teacher’s Edition Amazing Cells, Amazing Bodies
pp. 391A - 490
HMH
Leveled Readers Changes in Ecosystems
Plants and How They Grow
HMH Muscle Burnout and Circulate!, p. 35 Heredity
Inquiry Flipchart/Labs The Power of Chewing and Planimal, p. 36 Hunting for Beans and Compost in a Bag, p. 37
How Does Drought Affect Plant Growth?, p. 38
HMH What Are Organs and Body Systems? Gobbling Up Your Greens and Animal Adaptations, p. 39
Think Central What Body Parts Enable Movement, Support, Respiration, and Why Do Bird Beaks Differ?, p. 40
Circulation? Cold as Ice and Putting a Foot Down, p. 41
ScienceSaurus What Body Parts Enable Digestion, Waste Removal, and How Do Environmental Changes Affect Organisms?
Reproduction? How Does Drought Affect Plants?
AIMS Science What Is Adaptation?
(Florida-specific) pp. 104–125 Why Do Bird Beaks Differ?
What Are Some Adaptations to Life on Land?
Life Science What Are Some Adaptations to Life in Water?
p. 17–209 pp. 76–97
(Choose the human structure lessons from AIMS that will complete
your unit.) Life Science
Planimals, p. 243
Formative Volume 1 Salt Water Survival, p. 259
Assessment Probes Is It Living?, p. 123 Life Cycle Adaptations, p. 283
Volume 2 Table Manners, p. 315
(Page Keeley) Is It a Plant?, p. 93 Saguaro Study, p. 347
Beat the Heat, p. 357
Safari Montage Environmental Adaptations, p. 370
Volume 1:
Is It an Animal?, p. 117
Volume 2:
Plants in the Dark and Light, p. 107
Habitat Change, p. 143
Plant and Animal Adaptations
All About Plant Pollination: Fruit, Flowers, and Seeds
37 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Resource Week 26-27 Weeks 28-29
Alignment Human Body Organs and Functions Structure/Function Comparisons
CPALMS Systems of the Human Body Adaptations
Kidney Filtering Bird Buffet (Animal Survival)
Walk, Run, Jump It’s All Happening At the Zoo
Name That Organ! Cicada Invasion
Is My Epidermis Showing? Part 1: Pond Life
Body Swatter Exploring Habitats!
Work That Body – Human Organs MEA Exploring Adaptations!
Frankenchicken Arctic Animals & A Changing Climate
Are We Like Robots? What’s New At The Zoo? An Engineering Design Project
Panther Protection101
Florida Focus Org/Dev of Living Organisms: SC.5.L.14.1 Interplanetary Zoo
Assessments Preying On Beans
Life Size Body and Organs Activity Survival of the Fittest
Web Resources Happy Scientist: Reading a Skeleton Seed Starters
Scholastic Study Jams: The Human Body I Will Survive! An Engineering Design Project
Scholastic Study Jams: Skeletal System Environmental Differences
Scholastic Study Jams: The Circulatory System Sell This Habitat!
Scholastic Study Jams: Respiratory System Animal Tracks
Scholastic Study Jams: The Nervous System
Scholastic Study Jams: Muscular System Org/Dev of Living Organisms: SC.5.L.14.2
Scholastic Study Jams: The Immune System Interdependence: SC.5.L.17.1
Scholastic Study Jams: The Digestive System
Brain Pop: Brain Adaptations PowerPoints
Brain Pop: Heart Scholastic Study Jams: Animal Adaptations
Brain Pop: Skin Brain Pop: Behavior
Brain Pop: Migration
Brain Pop: Hibernation
Brain Pop: Camouflage
Brain Pop: Food Chains
Brain Pop: Metamorphosis
Brain Pop: Amphibians
Brain Pop: Gills
Brain Pop: Vertebrates
Mr. Parr’s Science Song: Food Chain Song
Mr. Parr’s Science Song: Energy Roles
Mr. Parr’s Science Song: It Starts With Producers
Mr. Parr’s Science Song: Life Cycles
Mr. Parr’s Science Song: Adaptations
38 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE PACING: Weeks 30 – 39
Unit of Study: Practice of Science March 20 – May 26
Prerequisite Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5
Learning First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3
Second Grade – SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.3, SC.2.N.1.4, SC.2.N.1.5, SC.2.N.1.6
Third Grade – SC.3.N.1.1, SC.3.N.1.2, SC.3.N.1.3, SC.3.N.1.4, SC.3.N.1.5, SC.3.N.1.6, SC.3.N.1.7
Fourth Grade – SC.4.N.1.1, SC.4.N.1.2, SC.4.N.1.3, SC.4.N.1.4, SC.4.N.1.5, SC.4.N.1.6, SC.4.N.1.7, SC.4.N.1.8, SC.4.N.2.1, SC.4.E.6.5
Topics Learning Targets/Skills Benchmarks Vocabulary
Return to page 18 to access the Practice of Science Resource Alignment suggestions that were not used during the SC.5.N.2.1 evidence
Introduction to Practice of Science at the start of the school year. SC.5.N.1.6 explanations
inference
Recognize and explain that science is grounded in empirical observations that are testable; explanation must verified observation
always be linked with evidence. personal opinion/
Recognize and explain the difference between personal opinion/interpretation and verified observation. interpretation
science
Students will:
Week 30 • explain that science is grounded on evidence-based observations that are testable. Also assesses
Science • review the difference between verified observations (evidence) and inferences SC.3.N.1.7
(explanations linked to evidence). SC.4.N.1.7
Weeks 31-33 • explain the difference between verified observation (fact) and personal opinion/
Science interpretation (bias). SC.5.N.1.1 communicate
Process o verified observation – an objective statement of which has been tested and supported by data (evidence)
observable and/or measurable evidence/facts (data) Also assesses experimental design/
This topic is o personal opinion/interpretation – a subjective statement of a thought that may be based on SC.3.N.1.1 experimental setup
continued on the logic and reason but is not necessarily based on testable evidence/facts. hypothesis
• distinguish between examples of empirical evidence (observations) and personal SC.4.N.1.1/1.6 investigation
next page. opinion/interpretation (a viewpoint based on one’s own judgment of the facts; a bias). prediction
problem (question)
Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out procedures
scientific investigations of various types such as: systematic observations, experiments requiring the record keeping
identifications of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, research
analyze information, make predictions, and defend conclusions. scientific tools
variable
Students will:
• generate testable questions that will generate observable and measurable data.
• formulate a testable hypothesis based on information gathered from research.
• design a scientific investigation individually or in teams through a variety of methods
• use scientific tools during investigations to observe and measure physical properties.
• explain that all conditions in an experiment outside the manipulated variable must be
controlled or kept the same (ensure that the results of an experiment can be explained
ONLY by the variable being tested and not by some other factor).
• evaluate another’s written procedure or experimental setup.
• collect and record observable and measureable data in science notebooks.
• organize data in appropriate forms of record keeping (e.g., charts, tables, graphs).
• interpret and analyze data that has been collected.
• generate appropriate explanations based on evidence gathered (e.g., “My hypothesis
was/was not supported by the evidence because…”).
• apply explanations to real world connections (application).
39 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Identify a control group and explain its importance in an experiment. SC.5.N.1.4 control group
Students will: experiment
• identify the control group in an experiment (a test group where the variable is NOT applied; experimental group
considered to be the “normal condition” within the context of an experiment).
• explain the importance of a control group (to yield baseline data by which all other data will
be compared).
Explain the difference between an experiment and other types of scientific investigation. SC.5.N.1.2 exploration
Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the SC.5.N.1.5 research
scientific method”. scientific method
systematic
Weeks 31-33 Students will: Also assesses observations
Science • explain that an authentic scientific investigation frequently does not parallel the steps of SC.4.N.1.3 types of scientific
Process “the scientific method”.
• explain the difference between an experimental investigation and other types of scientific investigations
OPTIONAL investigation. o comparative
05 VST 4 available o descriptive
to administer at the o experimental
end of the Nature
o experimental investigation – used when one variable is defined/known and a test is done
of Science Unit
(Week 33) o descriptive investigation – used to observe, describe, or identify
Weeks 34-35 o comparative investigation – used to compare, differentiate, or classify
Week 36
Recognize and explain that when scientific investigations are carried out, the evidence produced by those SC.5.N.2.2 accurate
investigations should be replicable by others. experimental groups
Recognize and explain the need for repeated experimental trials. SC.5.N.1.3 reliable
repeated observation
Students will: Also assesses repeated trials
• recognize that the results of experimental trials can vary even when common tools and SC.3.N.1.2/1.5 repetition/repeated
procedures are used. SC.4.N.1.2/1.5 replication/replicable
• discuss the reason for differences that may occur in data across groups as a result of using results
different tools and/or procedures. valid
• explain the need for repeated experimental trials or large experimental groups (to ensure
the results are accurate, reliable, and valid).
• explain what is needed in order to repeat and replicate a scientific investigation
(documented scientific procedures).
• recognize that when an experiment is replicated, it should produce similar results.
• distinguish the difference between repetition and replication.
“Fair Game” Assist and “Finishing Touches” for SSA
Utilize progress monitoring data and information on pp. 13-14 to identify “fair game” content review necessary for final SSA preparation.
Administration of STATEWIDE SCIENCE ASSESSMENT
Weeks 37-39 STEM Week
40 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Formative Assessment Strategies
Science K-5
Adapted from Page Keeley’s Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning
Strategy Name Description Additional Information
A & D Statements analyze a set of “fact or fiction” statements. First, Statement How can you find out?
students may choose to agree or disagree with a statement or identify
whether they need more information. Students are asked to describe All magnets have 2 poles.
their thinking about why they agree, disagree, or are unsure. In the
A & D Statements second part, students describe what they can do to investigate the __agree __disagree
Agreement Circles statement by testing their ideas, researching what is already known, or
using other means of inquiry. __it depends __not sure
Agreement Circles provide a kinesthetic way to activate thinking and
engage students in scientific argumentation. Students stand in a circle My thoughts:
as the teacher reads a statement. While standing, they face their peers
and match themselves up in small groups of opposing beliefs. Students Energy
discuss and defend their positions. After some students defend their
answers, the teacher can ask if others have been swayed. If so, stand 1. Energy is a material that is stored in an object.
up. If not, what are your thoughts? Why did you disagree? After
hearing those who disagree, does anyone who has agreed want to 2. When energy changes from one form to another,
change their minds? This should be used when students have had heat is usually given off.
some exposure to the content.
3. Energy can never be created or destroyed.
4. Something has to move in order to have energy.
Annotated Student Drawings are student-made, labeled illustrations that
visually represent and describe students’ thinking about scientific
concepts. Younger students may verbally describe and name parts of
their drawings while the teacher annotates them.
Annotated Student
Drawings
41 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Strategy Name Description Additional Information
Card Sorts
Card Sorts is a sorting activity in which students group a set of cards
with pictures or words according to certain characteristics or category.
Students sort the cards based on their preexisting ideas about the
concepts, objects, or processes on the cards. As students sort the
cards, they discuss their reasons for placing each card into a designated
group. This activity promotes discussion and active thinking.
Chain Notes Chain Notes is a strategy that begins with a question printed at the top of What is Matter?
a paper. The paper is then circulated from student to student. Each
Commit and Toss student responds with one to two sentences related to the question and Matter is all around us.
passes it on to the next student. A student can add a new thought or Matter makes up everything.
Concept Card build on a previous statement. Matter has volume and takes up space.
Mapping You can feel and see matter.
Commit and Toss is a technique used to anonymously and quickly Solids and Holes
assess student understanding on a topic. Students are given a Lance has a thin, solid piece of material. He places it in
question. They are asked to answer it and explain their thinking. They water. It floats. He takes the material out and punches
write this on a piece of paper. The paper is crumpled into a ball. Once holes all the way through it.
the teacher gives the signal, they toss, pass, or place the ball in a What do you think Lance will observe when he puts the
basket. Students take turns reading their "caught" response. material with holes back in the water?
Once all ideas have been made public and discussed, engage students
in a class discussion to decide which ideas they believe are the most A. It will sink.
plausible and to provide justification for the thinking. B. It will barely float.
C. It will float the same as it did before the holes
were punched.
D. It will neither sink nor float. It will bob up and
down in the water.
Explain your thinking. Describe the reason for the answer
you selected.
Concept Card Mapping is a variation on concept mapping. Students are
given cards with the concepts written on them. They move the cards
around and arrange them as a connected web of knowledge. This
strategy visually displays relationships between concepts.
42 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Strategy Name Description Additional Information
Concept Cartoons Concept Cartoons are cartoon drawings that visually depict children or
adults sharing their ideas about common everyday science. www.pixton.com
Data Match Students decide which character in the cartoon they agree with most
Fact First Questioning and why. This formative assessment is designed to engage and Where We Put the Ice Cube How Many Minutes It
motivate students to uncover their own ideas and encourage scientific Took to Melt
argumentation.
Concept Cartoons are most often used at the beginning of a new On the blacktop in the sun 3
concept or skill. These are designed to probe students’ thinking about
everyday situations they encounter that involve the use of science. On the blacktop in the shade 7
Not all cartoons have one “right answer.” Students should be given
ample time for ideas to simmer and stew to increase cognitive On the grass 10
engagement.
Data Match provides students with a data set from a familiar On the metal side 2
investigation and several statements about data. Students use evidence
from the data to determine which statements are accurate. This strategy On the dirt underneath the slide 5
provides students with an opportunity to consider what constitutes
evidence, practice interpreting data, and consider how confident they Which of these statements match your results?
are in interpreting results of an inquiry.
The ice cube on the grass took longest to melt.
Fact First Questioning is a higher-order questioning technique used to
draw out students’ knowledge. It takes a factual “what” question and The metal slide was hotter than the dirt underneath the slide.
turns it into a deeper “how” or “why” question. Teachers state the fact
first and then ask students to elaborate, enabling deeper thinking The ice cube melted faster on the blacktop in the sun than on the
processes that lead to a more enduring understanding of science
concepts. shaded blacktop.
Ice placed on dark things melts faster than ice placed on light
things.
Ice melts faster on some surfaces than on others.
Examples of Fact First Questions
Glucose is a form of food for plants.
Why is glucose considered a food for plants?
A cell is called the basic unit of life.
Why is the cell called the basic unit of life?
The patterns of stars in the night sky stay the same.
Why do the patterns of stars in the night sky stay the
same?
Sandstone is a sedimentary rock.
Why is sandstone considered a sedimentary rock?
43 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Strategy Name Description Additional Information
Familiar Phenomenon Familiar Phenomenon Probes is a strategy involving two-tiered What’s in the Bubbles?
Probes questions consisting of a selected response section and a justification Hannah is boiling water in a glass tea kettle. She notices large
for the selected response. They engage students in thinking about bubbles forming on the bottom of the kettle that rise to the top
scientific ideas related to the phenomenon and committing to a response and wonders what is in the bubbles. She asks her family what
that matches their thinking. The distracters (wrong choices) include they think, and this is what they may say:
commonly held misconceptions that children have in science.
Dad: They are bubble of heat.
Calvin: The bubbles are filled with air.
Grandma: The bubbles are an invisible form of water.
The bubbles are empty. There is nothing
Mom: inside them.
The bubbles contain oxygen and hydrogen
Lucy: that separated from the water.
Which person do you most agree with and why? Explain
your thinking.
First Word-Last Word is a variation of acrostic poetry. Students First Word-Photosynthesis Last Word-Photosynthesis
construct statements about a concept or topic before and after
instruction that begins with the designated letter of the alphabet. The Plants make their own food. Producers such as plants use
acrostic format provides a structure for them to build their idea energy from the sun to make their
statements off different letters that make up the topic word. Happens in cells food.
Other animals eat plants. Happens in cells that have
First Word-Last Word The roots take up food and water. structures called chloroplasts
Organisms that eat plants are
Oxygen is breathed in through using energy from the plant.
leaves. The roots take water up to the
Sunlight makes food for plants. leaves where it reacts with
You can’t make your own food. sunlight and carbon dioxide.
Oxygen is given off during
Needs water, sunlight, oxygen, photosynthesis and is used by
and minerals plants and animals for respiration.
The leaves, roots, and stems are Sunlight provides the energy so
all parts that make food. plants can make food.
Have to have sun and water You need to have cells with
Energy comes from the sun. chloroplast and chlorophyll to
make food.
Needs water, carbon dioxide and
sunlight to make food
The leaf is the food making part.
Have to have sunlight, water, and
carbon dioxide
Energy comes from sunlight.
Sunlight turns plants green. Sunlight is trapped in the
chlorophyll.
It happens in all plants. It is necessary life process for all
plants.
Soil is used by plants to make
food. Soil holds the water for plants and
gives some minerals.
44 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Strategy Name Description Additional Information
Fist to Five
Four Corners Fist to Five asks students to indicate the extent of their understanding of I do not I understand I understand I understand it I understand it and
a scientific concept by holding up a closed fist (no understanding), one understand it. some of it. most of it. completely. can explain it.
Frayer Model finger (very little understanding), and a range up to five fingers
(understand completely and can easily explain it to someone else). Fist Agree Strongly
to Five provides a simple feedback opportunity for all students in a class Agree
to indicate when they do not understand a concept or skill and need
additional support for their learning. Strongly Disagree
Four Corners is a kinesthetic strategy. The four corners of the Disagree
classroom are labeled: Strongly Agree, Agree, Disagree and Strongly
Disagree. Initially, the teacher presents a science statement to students Definition Characteristics
and asks them to go to the corner that best aligns with their thinking.
Students then pair up to defend their thinking with evidence. The Living Things
teacher circulates and records student comments. Next, the teacher
facilitates a whole group discussion. Students defend their thinking and
listen to others’ thinking before returning to their desks to record their
new understanding.
Frayer Model is a strategy that graphically organizes prior knowledge
about a concept into an operational definition, characteristics, examples,
and non-examples. It provides students with the opportunity to clarify
what they are thinking about the concept and to communicate their
understanding.
Examples Non-examples
Friendly Talk Probes Friendly Talk Probes is a strategy that involves a selected response Talking about Gravity
section followed by justification. The probe is set in a real-life scenario in
which friends talk about a science-related concept or phenomenon. Two friends are talking about gravity.
Students are asked to pick the person they most agree with and explain
why. This can be used to engage students at any point during a unit. It Ben says, “Gravity needs atmosphere or air. If there is no
can be used to access prior knowledge before the unit begins, or assess air or atmosphere, there will be no gravity.”
learning throughout and at the close of a unit. Kelly says, “Gravity doesn’t need an atmosphere or air. If
there is no air or atmosphere, there will still be gravity.”
Which friend do you agree with?__________
Describe your thinking. Explain why you agree with one
friend and disagree with the other.
45 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Strategy Name Description Additional Information
Give Me Five
Give Me Five is a simple, quick technique for inviting and valuing public 1. What was the most significant learning you had during
Human Scatterplot reflection and welcoming feedback from the students. Students should today’s lesson?
I Used to Think… be given time to quietly reflect, perhaps through a quick write. Teacher
But Now I Know… selects five “volunteers” to share their reflection. 2. How “in the zone” do you feel right now as far as
understanding the concept?
Justified List NOTE: Deliberately select students for the purpose of reinforcing
correct understanding and addressing misconceptions. 3. How did today’s lesson help you better understand the
concept?
Human Scatterplot is a quick, visual way for teacher and students to get
an immediate classroom snapshot of students’ thinking and the level of 4. What was the high point of this week’s activities on the
confidence students have in their ideas. Teachers develop a selective concept?
response question with up to four answer choices. Label one side of the
room with the answer choices. Label the adjacent wall with a range of 5. How well do you think today’s science discussion
low confidence to high confidence. Students read the question and worked in improving your understanding of the
position themselves in the room according to their answer choice and concept?
degree of confidence in their answer.
I Used to Think…But Now I Know is a self-assessment and reflection I USED TO THINK… BUT NOW I KNOW…
exercise that helps students recognize if and how their thinking has
changed at the end of a sequence of instruction. An additional column Making Sound
can be added to include…And This Is How I Learned It to help students
reflect on what part of their learning experiences helped them change or All of the objects listed below make sounds.
further develop their ideas.
Justified List begins with a statement about an object, process, concept Put an X next to the objects you think involve vibration
or skill. Examples that fit or do not fit the statement are listed. Students
check off the items on the list that fit the statement and provide a in producing sound.
justification explaining their rule or reasons for their selections.
This can be done individually or in small group. Small groups can share ____guitar strings ____drum ____piano
their lists with the whole class for discussion and feedback.
Pictures or manipulatives can be used for English-language learners. ____dripping faucet ____flute ____wind
____hammer ____crumpled paper
____thunderstorm ____barking dog
____screeching brakes
Explain your thinking. What “rule” or reasoning did you
use to decide which objects involve vibration?
46 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Strategy Name Description Additional Information
K-W-L Variations
K-W-L is a general technique in which students describe what they K W L
Learning Goals Know about a topic, what they Want to know about a topic, and what This is what I This is what I This is what I
Inventory (LGI) they have Learned about the topic. It provides an opportunity for already KNOW WANT to find out
students to become engaged with a topic, particularly when asked what LEARNED
Look Back they want to know. K-W-L provides a self-assessment and reflection at
Muddiest Point the end, when students are asked to think about what they have What do you think the learning goal is about?
learned. The three phrases of K-W-L help students see the connections
between what they already know, what they would like to find out, and List any concepts or ideas you are familiar with related
what they learned as a result. to this learning goal.
Learning Goals Inventory (LGI) is a set of questions that relate to an List any terminology you know of that relates to this
identified learning goal in a unit of instruction. Students are asked to goal.
“inventory” the learning goal by accessing prior knowledge. This List any experiences you have had that may have
requires them to think about what they already know in relation to the helped you learn about the ideas in this learning goal.
learning goal statement as well as when and how they may have
learned about it. The LGI can be given back to students at the end of What I Learned How I Learned it
the instructional unit as a self-assessment and reflection of their
learning. Scenario: Students have been using a hand lens
Look Back is a recount of what students learned over a given to make observations of the details on a penny.
instructional period of time. It provides students with an opportunity to Teacher states, “I want you to think about the
look back and summarize their learning. Asking the students “how they muddiest point for you so far when it comes to using
learned it” helps them think about their own learning. The information a hand lens. Jot it down. I will use the information
can be used to differentiate instruction for individual learners, based on you give me to think about ways to help you better
their descriptions of what helped them learn. use the hand lens in tomorrow’s lesson.”
Muddiest Point is a quick-monitoring technique in which students are
asked to take a few minutes to jot down what the most difficult or
confusing part of a lesson was for them. The information gathered is
then to be used for instructional feedback to address student difficulties.
47 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Strategy Name Description Additional Information
Odd One Out
Odd One Out combines similar items/terminology and challenges Properties of Matter: In each set, circle the Odd One Out
Paint The Picture students to choose which item/term in the group does not belong. and describe why it does not fit with the others.
Partner Speaks Students are asked to justify their reasoning for selecting the item that
does not fit with the others. Odd One Out provides an opportunity for Which Is the Odd One? Why Is It the Odd One Out?
Pass the Question students to access scientific knowledge while analyzing relationships
between items in a group. weight
A Picture Tells a density
Thousand Words Paint the Picture visually depicts students’ thinking about an idea in length
science without using any annotations. This involves giving the students color
a question and asking them to design a visual representation that
reveals their thinking and answers the question. Paint the Picture What role do minerals play in the formation of a rock?
provides an opportunity for students to organize their thinking and
represent their thinking in a creative, unique visual format. minerals rock
Partner Speaks provides students with an opportunity to talk through an
idea or question with another student before sharing with a larger group. Today we are going to investigate how objects float and sink
When ideas are shared with the larger group, pairs speak from the in water.
perspective of their partner’s ideas. This encourages careful listening
and consideration of another’s ideas. - What do you think affects whether an object floats or
sinks in water?
Pass the Question provides an opportunity for students to collaborate in
activating their own ideas and examining other students’ thinking. - What can you do to change how an object floats or
Students begin by working together in pairs to respond to a question. sinks?
Time is allotted for partial completion of their responses. When the time
is up, they exchange their partially completed response with another Turn to your partner and take turns discussing ideas.
pair. Students are provided time to finish, modify, add to, or change it
as they deem necessary. Pairs then group to give feedback to each What are the phases of the moon?
other on the modifications.
A Picture Tells a Thousand Words is a technique where students are Can sound travel through a solid?
digitally photographed during an inquiry-based activity or investigation.
They are given the photograph and asked to describe and annotate What is the difference between
what they were doing and learning in the photo. Images can be used to temperature and humidity?
spark student discussions, explore new directions in inquiry, and probe
their thinking as it relates to the moment the photograph was taken. Are science tools helpful?
How can you measure matter?
48 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Strategy Name Description Additional Information
Question Generating
Question Generating is a technique that switches roles from the teacher Question Generating Stems:
Sticky Bars as the question generator to the student as the question generator. The • Why does___?
ability to formulate good questions about a topic can indicate the extent • How does___?
to which a student understands ideas that underlie the topic. This • What if___?
technique can be used any time during instruction. Students can • What could be the reason for___?
exchange or answer their own questions, revealing further information • What would happen if___?
about the students’ ideas related to the topic. • How does___compare to___?
• How could we find out if___?
Sticky Bars is a technique that helps students recognize the range of
ideas that students have about a topic. Students are presented with a • I was successful in…
short answer or multiple-choice question. The answer is anonymously • I got stuck…
recorded on a Post-it note and given to the teacher. The notes are • I figured out…
arranged on the wall or whiteboard as a bar graph representing the • I got confused when…so I…
different student responses. Students then discuss the data and what • I think I need to redo…
they think the class needs to do in order to come to a common • I need to rethink…
understanding. • I first thought…but now I realize…
• I will understand this better if I…
Thinking Logs Thinking Logs is a strategy that informs the teacher of the learning • The hardest part of this was…
successes and challenges of individual students. Students choose the • I figured it out because…
thinking stem that would best describe their thinking at that moment. • I really feel good about the way…
Provide a few minutes for students to write down their thoughts using
the stem. The information can be used to provide interventions for
individuals or groups of students as well as match students with peers
who may be able to provide learning support.
Think-Pair-Share Think-Pair-Share is a technique that combines thinking with
communication. The teacher poses a question and gives individual
students time to think about the question. Students then pair up with a
partner to discuss their ideas. After pairs discuss, students share their
ideas in a small-group or whole-class discussion. (Kagan)
NOTE: Varying student pairs ensures diverse peer interactions.
49 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
Strategy Name Description Additional Information
Traffic Light Cups
Two-Minute Paper Traffic Light Cups is a monitoring strategy that can be used at any time Green I understand this very well.
during instruction to help teachers gauge student understanding. The Yellow
Two Stars and a Wish colors indicate whether students have full, partial, or minimal I understand most of it but could
understanding. Students are given three different-colored cups, asked to Red use a little help.
self-assess their understanding about the concept or skill they are Help. I don’t get it.
learning, and display the cup that best matches their understanding.
Two-Minute Paper is a quick way to collect feedback from students • What was the most important thing you learned
about their learning at the end of an activity, field trip, lecture, video, or today?
other type of learning experience. Teacher writes two questions on the
board or on a chart to which students respond in two minutes. • What did you learn today that you didn’t know
Responses are analyzed and results are shared with students the before?
following day.
• What important question remains unanswered
Two Stars and a Wish is a way to balance positive and corrective for you?
feedback. The first sentence describes two positive commendations for
the student’s work. The second sentence provides one • What would help you learn better tomorrow?
recommendation for revision. This strategy could be used teacher-to-
student or student-to-student.
3-2-1 3-2-1 is a technique that provides a structured way for students to reflect Sample 1
upon their learning. Students respond in writing to three reflective • 3 – Three key ideas I will remember
prompts. This technique allows students to identify and share their • 2 – Two things I am still struggling with
successes, challenges, and questions for future learning. Teachers • 1 – One thing that will help me tomorrow
have the flexibility to select reflective prompts that will provide them with
the most relevant information for data-driven decision making. Sample 2
50 Volusia County Schools Grade 5 Science Curriculum Map
August 2016
Elementary Science Department
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