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JEFFERSON PARISH PUBLIC SCHOOL SYSTEM

GRADE 5 SCIENCE

2015

Scope, Sequence, Timeline

Correlation to Grade Level Expectations, Benchmarks, the

Louisiana Comprehensive Curriculum and Textbook

Revised 2015

Cathie Smith 5th Grade

2

Instructions for use:

The book used in the 5th

grade curriculum is:

Name of Textbook: Macmillan McGraw-Hill Science-A Closer Look

Copyright date: 2012

Cost: $61.80

The 2008 Comprehensive Curriculum (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of

Education website at www.louisianabelieves.com

Important: Using the Louisiana Comprehensive Curriculum activities will assure you that you will be applying and using the Science as

Inquiry GLEs and the Content GLEs.

LCC Features:

BLM: Black Line Masters [Note: Not all activities have a BLM]

Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy has a built

in link to the literacy strategy in the 2008 Comprehensive Curriculum.

Activities Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity Specific

Assessments]

There are also activities in the textbook that may cover the Science as Inquiry and Content GLEs. These textbook activities are listed in this

document.

Online Resources: ConnectED Master Access Codes – Codes can be redeemed at

http://connected.mcgraw-hill.com/

o Louisiana Science A Closer Look Grade 5 Teacher Edition 6DOC-MXBL-SB5B-6E4F

o Louisiana Science A Closer Look Grade 5 Student Edition G9K2-V4K1-DYJ4-BKSC (Note – This student code is NOT to

share with students. It is for the teacher to have online access to a student edition of the text. Once registering online, student

codes will be generated to share with students.)

McGraw Hill Technical Support : 1-800-437-3715 or [email protected]

http://connected.mcgraw-hill.com/

mailto:[email protected]

Revised 2015


3

Grade Level Expectations for Fifth Grade Science

Science as Inquiry The Abilities To Do Scientific Inquiry

1. Generate testable questions about objects, organisms, and events that can be answered through scientific investigation (SI-M-A1)

2. Identify problems, factors, and questions that must be considered in a scientific investigation (SI-M-A1)

3. Use a variety of sources to answer questions (SI-M-A1)

4. Design, predict outcomes, and conduct experiments to answer guiding questions (SI-M-A2)

5. Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2)

6. Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)

7. Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3)

8. Use consistency and precision in data collection, analysis, and reporting (SI-M-A3)

9. Use computers and/or calculators to analyze and interpret quantitative data (SI-M-A3)

10. Identify the difference between description and explanation (SI-M-A4)

11. Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter

plots, symbols)

(SI-M-A4)

12. Use data and information gathered to develop an explanation of experimental results (SI-M-A4)

13. Identify patterns in data to explain natural events (SI-M-A4)

14. Develop models to illustrate or explain conclusions reached through investigation (SI-M-A5)

15. Identify and explain the limitations of models used to represent the natural world (SI-M-A5)

16. Use evidence to make inferences and predict trends (SI-M-A5)

17. Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and predictions (SI-M-A6)

18. Identify faulty reasoning and statements that misinterpret or are not supported by the evidence (SI-M-A6)

19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) (SI-M-A7)

20. Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations (SI-M-A7)

21. Distinguish between observations and inferences (SI-M-A7)

22. Use evidence and observations to explain and communicate the results of investigations (SI-M-A7)

23. Use relevant safety procedures and equipment to conduct scientific investigations (SI-M-A8)

24. Provide appropriate care and utilize safe practices and ethical treatment when animals are involved in scientific field and laboratory research (SI-M-A8)

Understanding Scientific Inquiry

25. Compare and critique scientific investigations (SI-M-B1)

26. Use and describe alternate methods for investigating different types of testable questions (SI-M-B1)

27. Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1)

28. Recognize that investigations generally begin with a review of the work of others (SI-M-B2)

29. Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3)

30. Describe why all questions cannot be answered with present technologies (SI-M-B3)

31. Recognize that there is an acceptable range of variation in collected data (SI-M-B3)

32. Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) (SI-M-B3)

33. Evaluate models, identify problems in design, and make recommendations for improvement (SI-M-B4)

Revised 2015


4

34. Recognize the importance of communication among scientists about investigations in progress and the work of others (SI-M-B5)

35. Explain how skepticism about accepted scientific explanations (i.e., hypotheses and theories) leads to new understanding (SI-M-B5)

36. Explain why an experiment must be verified through multiple investigations and yield consistent results before the findings are accepted (SI-M-B5)

37. Critique and analyze their own inquiries and the inquiries of others (SI-M-B5)

38. Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6)

39. Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA fingerprinting) (SI-M-B7)

40. Evaluate the impact of research on scientific thought, society, and the environment (SI-M-B7)

Physical Science Properties and Changes of Properties in Matter

1. Measure a variety of objects in metric system units (PS-M-A1)

2. Compare the physical properties of large and small quantities of the same type of matter (PS-M-A1)

3. Describe the structure of atoms and the electrical charge of protons, neutrons, and electrons (PS-M-A2)

4. Identify the physical and chemical properties of various substances and group substances according to their observable and measurable properties (e.g., conduction, magnetism,

light transmission) (PS-M-A3)

5. Describe the properties and behavior of water in its solid, liquid, and gaseous phases (states) (PS-M-A5)

6. Describe new substances formed from common chemical reactions (e.g., burning paper produces ash) (PS-M-A6)

Motions and Forces

7. Compare, calculate, and graph the average speeds of objects in motion using both metric system and U.S. system units (PS-M-B1)

8. Explain that gravity accelerates all falling objects at the same rate in the absence of air resistance (PS-M-B3)

9. Demonstrate a change in speed or direction of an object’s motion with the use of unbalanced forces (PS-M-B5)

Transformations of Energy

10. Compare potential and kinetic energy and give examples of each (PS-M-C1)

11. Classify energy resources as renewable, non-renewable, or inexhaustible (PS-M-C1)

12. Identify the Sun as Earth’s primary energy source and give examples (e.g., photosynthesis, water cycle) to support that conclusion (PS-M-C3)

13. Investigate how changes in the position of a light source and an object alter the size and shape of the shadow (PS-M-C4)

14. Identify other types of energy produced through the use of electricity (e.g., heat, light, mechanical) (PS-M-C6)

Life Science Structure and Function in Living Systems

15. Identify the cell as the basic unit of living things (LS-M-A1)

16. Observe, identify, and describe the basic components of cells and their functions (e.g., cell wall, cell membrane, cytoplasm, nucleus) (LS-M-A1)

17. Compare plant and animal cells and label cell components (LS-M-A2)

18. Describe the metamorphosis of an amphibian (e.g., frog) (LS-M-A3)

19. Describe the processes of photosynthesis and respiration in green plants (LS-M-A4)

20. Describe the levels of structural organization in living things (e.g., cells, tissues, organs, organ systems) (LS-M-A5)

21. Identify diseases caused by germs and how they can be transmitted from person to person (LS-M-A7)

Populations and Ecosystems

22. Develop and use a simple dichotomous key to classify common plants and animals (LS-M-C1)

Revised 2015


5

23. Construct food chains that could be found in ponds, marshes, oceans, forests, or meadows (LS-M-C2)

24. Describe the roles of producers, consumers, and decomposers in a food chain (LS-M-C2)

25. Compare food chains and food webs (LS-M-C2)

26. Identify and describe ecosystems of local importance (LS-M-C3)

27. Compare common traits of organisms within major ecosystems (LS-M-C3)

28. Explain and give examples of predator/prey relationships (LS-M-C4)

Adaptations of Organisms

29. Describe adaptations of plants and animals that enable them to thrive in local and other natural environments (LS-M-D1)

Earth and Space Science Structure of the Earth

30. Identify organic and inorganic matter in soil samples with the aid of a hand lens or microscope (ESS-M-A4)

31. Identify common rocks and minerals and explain their uses and economic significance (ESS-M-A5)

32. Demonstrate the results of constructive and destructive forces using models or illustrations (ESS-M-A7)

33. Identify the processes that prevent or cause erosion (ESS-M-A7)

34. Identify the components of the hydrosphere (ESS-M-A11)

35. Identify the atmosphere as a mixture of gases, water vapor, and particulate matter (ESS-M-A11)

36. Identify, describe, and compare climate zones (e.g., polar, temperate, tropical) (ESS-M-A11)

37. Identify typical weather map symbols and the type of weather they represent (ESS-M-A12)

Earth History

38. Estimate the range of time over which natural events occur (e.g., lightning in seconds, mountain formation over millions of years) (ESS-M-B3)

Earth in the Solar System

39. Identify the physical characteristics of the Sun (ESS-M-C1)

40. Describe the significance of Polaris as the North Star (ESS-M-C1)

41. Explain why the Moon, Sun, and stars appear to move from east to west across the sky (ESS-M-C1)

42. Differentiate among moons, asteroids, comets, meteoroids, meteors, and meteorites (ESS-M-C2)

43. Describe the characteristics of the inner and outer planets (ESS-M-C2)

44. Explain rotation and revolution by using models or illustrations (ESS-M-C4)

45. Identify Earth’s position in the solar system (ESS-M-C5)

46. Identify and explain the interaction of the processes of the water cycle (ESS-M-C6) (ESS-M-A10)

47. Identify and explain advances in technology that have enabled the exploration of space (ESS-M-C8)

Science and the Environment 48. Determine the ability of an ecosystem to support a population (carrying capacity) by identifying the resources needed by that population (SE-M-A2)

49. Identify and give examples of pollutants found in water, air, and soil (SE-M-A3)

50. Describe the consequences of several types of human activities on local ecosystems (e.g., polluting streams, regulating hunting, introducing nonnative species) (SE-M-A4)

51. Describe naturally occurring cycles and identify where they are found (e.g., carbon, nitrogen, water, oxygen) (SE-M-A7)

Revised 2015


6

Revised 2015


7

Fifth Grade Suggested Time Line

First Nine Weeks: Unit 1: Properties……………………...........................................................................................3 weeks

Unit 2: Reactions………………………….................................................................................2.5 weeks

Unit 3: Force, Motion, and Energy Transformations.....................................................................3 weeks

Second Nine Weeks: Unit 3: Force, Motion, and Energy Transformations.....................................................................1 week

Unit 4: Cells to Living Organisms…………………………………………………………………4 weeks

Unit 5: Ecosystems………………………………………………………………………………...4 weeks

Third Nine Weeks: Unit 5: Ecosystems………………………………………………………………………………....2 weeks

Unit 6: Earth: Its Lithosphere, Hydrosphere, and Atmosphere ……………………………….…...5 weeks

Unit 7: Cycles and Climates…………………………………………………………….……..……2 weeks

Fourth Nine weeks: Unit 7: Cycles and Climates…………………………………….…………..………….…….…… 3 weeks

Unit 8: Space………..…………………………………………………………...……….……….....5 weeks

NOTE:

LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES.

Revised 2015


8

Unit 1:

Properties Time Frame 3 Weeks

Revised 2015


9

Benchmarks

Unit 1: Properties

Grade Level Expectation

Comprehensive Curriculum

Activities

From

Comprehensive

Curriculum

Activities From Textbook

Science-A Closer Look

Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

SI-M-A8

utilizing safety procedures during

scientific investigations

SI 23- use relevant safety procedures and equipment to

conduct scientific investigations

Activity 1-Science

and Safety in the

Classroom p. 3

Safety Tips pp. 16-17

PS-M-A1

Investigating, measuring, and

communicating the properties of

different substances which are

independent of the amount of the

substance.

PS 4-Indentify the physical and chemical properties of

various substances and group substances according to their

observable and measurable properties (e.g. conduction,

magnetism, light transmission)

SI 7 Record observations using methods that complement

investigations (e.g., journals, tables, charts)

SI 22Use evidence and observations to explain and

communicate the results of investigations

Activity 2-

Quantitative

Observation of

Physical Properties

p. 4

►BLM: Identify

that Object

Explore: p. 33

Quick Labs: p. 37, 39

Unit 1 Lesson 2, pp.

32-43

PS-M-A1





substance

PS 1-measure a variety of objects in metric system units

PS 2-Compare the physical properties of large and small

quantities of the same type of matter.

SI 6 Select and use appropriate equipment, technology,

tools, and metric system units of measurement to make

observations

SI 22Use evidence and observations to explain and


SI 7, 8, 9,19

Activity 3-Measure

to Measure p. 5-6

►BLM: Measure

to Measure

Assessment p.19

Focus on Skills: pp. 44-45 Unit 1 Lesson 2, pp.

32-43

Revised 2015


10

Benchmarks

Unit 1: Properties


Comprehensive

Curriculum

Activities From

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

PS-M-A1





substance

PS 1-measure a variety of objects in metric system units

PS 2-Compare the physical properties of large and small

quantities of the same type of matter.

SI 6 Select and use appropriate equipment, technology,

tools, and metric system units of measurement to make

observations

SI 10 Identify the difference between description and

explanation

SI 9,22

Activity 4-Types of

Measurement p. 6-9

Literacy

Strategy: Learning

logs

Activity Specific

Assessment: p. 19

Focus on Skills: pp. 44-45 Unit 1 Lesson 2, pp.

32-43

PS-M-A3 Grouping substances

according to similar properties

and/or behaviors.

PS-M-A6-Investigating chemical

reactions between different

substances to discover that new

substances formed may have new

physical properties and do have

new chemical properties.





PS 6-Describe new substances formed from common

chemical reactions (e.g. burning paper produces ash)

SI 7,16,21,22,23

Activity 5-Property

Discovery p. 9-12

Literacy

Strategy: Leaning

logs and graphic

organizers

Quick Labs: p. 37, 39

Title V 5th grade inquiry

lab-The effect of the type of

material on the ability to

conduct electricity


32-43

PS-M-A3

Grouping substances according to

similar properties and/or

behaviors.





SI 1Generate testable questions about objects, organisms,

and events that can be answered through scientific

investigation

SI 16 Use evidence to make inferences and predict trends

SI 22 Use evidence and observations to explain and


SI 6,7,8,12,13, 23

Activity 6-

Magnetism, Heat

and Electricity

P. 12-13

Literacy

Strategy: Charts


32-43

Revised 2015


11

Benchmarks

Unit 1: Properties


Comprehensive

Curriculum

Activities From

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

PS-M-A2

Understanding that all matter is

made up of particles called atoms

and that atoms of different

elements are different.

PS 3-Describe the structure of atoms and the

electrical charge of protons, neutrons, and

electrons.

SI 15 Identify and explain the limitations of

models used to represent the natural world

SI 28. Recognize that investigations generally

begin with a review of the work of others

SI-35 Explain how skepticism about accepted

scientific explanations (i.e., hypotheses and

theories) leads to new understanding

SI 14

Activity 7-Atoms p. 13-

15

Literacy Strategy: Learning logs

Explore: p. 21

Unit 1 Lesson 1, pp. 20-

29

PS-M-A2







electrons

SI 3,11,13,15,19

Activity 8-Become an

Element Consultant p.

15-17

Literacy Strategy:

Professor Know-It -All

Activity Specific

Assessment: p. 19

Quick Lab: p. 25 Unit 1 Lesson 1, pp. 20-

29

PS-M-A2







electrons



SI 19 Communicate ideas in a variety of ways

(e.g., symbols, illustrations, graphs, charts,

spreadsheets, concept maps, oral and written

reports, equations)

SI 23

Activity 9-Human

Models of Elements p.

17

Science Task: p. 47 Unit 1 Lesson 1, pp. 20-

29

Revised 2015


12

Unit 2:

Reactions

Time Frame 2.5 Weeks

Revised 2015


13

Benchmark

Unit 2:Reactions


Comprehensive

Curriculum

Activities From

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook


Grade 5

PS-M-A5

Investigating the relationships

among temperature, molecular

motion, phase changes, and

physical properties of matter.

PS 5-describe the properties and behavior of

water in its solid, liquid, and gaseous phases

(states)

SI 13 Identify patterns in data to explain natural

events

SI 21 Distinguish between observations and

inferences

SI 23Use relevant safety procedures and

equipment to conduct scientific investigations

SI 6,7,12,22

Activity 1-Going

Through the Phases

p. 16-17

►BLM:

Changing Phases

Literacy Strategy-

SPAWN

Explore: p. 53

Unit 2 Lesson 1, pp.52-

59

PS-M-A5




physical properties of matter.

PS 5-Describe the properties and behavior of


(states).

SI 15Identify and explain the limitations of


SI 7,22,23

Activity 2- How are

they Different?

P. 15-16

Quick Lab: p. 57 Unit 2 Lesson 1, pp.52-

59

PS-M-A5




physical properties of matter

PS-M-C3

Understanding that the sun is a

major source of energy and that

energy arrives at the Earth’s

surface as light with a range of

wavelengths



(states).

PS 12-Identify the sun as Earth’s primary energy

source and give examples (photosynthesis, water

cycle).

SI 4 Design, predict outcomes, and conduct

experiments to answer guiding questions

SI 5Identify independent variables, dependent

variables, and variables that should be controlled

in designing an experiment

SI 12Use data and information gathered to

develop an explanation of experimental results

SI 16 Use evidence to make inferences and

predict trends

SI 7,10,19,21,22

Activity 3-

Condensation Example-

Water Cycle

p. 17-18

►BLM:

Water Cycle Voc.

Chart

Literacy Strategy-

Voc. Self-awareness,

Modifies DR-TA

Assessment p. 35

Focus on Skills: pp. 60-61

Unit 2 Lesson 1, p. 55


Revised 2015


14

Benchmark

Unit 2:Reactions


Comprehensive

Curriculum

Activities From

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook


Grade 5

PS-M-A6

Investigating chemical reactions

between different substances to

discover that new substances

formed may have new physical

properties and do have new

chemical properties.



(states).

PS 6-Describe new substances formed from

common chemical reactions (e.g. burning paper

produces ash

SI 5 Identify independent variables, dependent



SI 22 Use evidence and observations to explain

and communicate the results of investigations

SI 4,7,12,23

Activity 4-What is

Rust?

P. 18-19

Literacy Strategy-

Learning logs

Assessment p. 35

Explore: p. 63



71

PS-M-A1

Investigating measuring and



independent of the amount of

substance.

PS-M-A3

Grouping substances according to

similar properties and/ or

behaviors.

PS-M-A6







PS 6-describe new substances formed from

common chemical reactions

(e.g. burning paper produces ash


inferences



SI 7, 12, 23

Activity 5- Physical

Change or Chemical

Change? p.31-32

Quick Lab: p. 69

Math in Science: p. 73

Science Task: p. 75


71

Revised 2015


15

Benchmark

Unit 2:Reactions


Comprehensive

Curriculum

Activities From

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

PS-M-A1

Investigating measuring and



independent of the amount of

substance.

PS-M-A3

Grouping substances according

to similar properties and/ or

behaviors.

PS-M-A6







PS 4-Identify the physical and chemical properties

of various substances and group substances

according to their observable and measurable

properties (e.g. conduction, magnetism, light

transmission)

PS 6-describe new substances formed from

common chemical reactions

(e.g. burning paper produces ash)


inferences



SI 23,37

Activity 6-Chemistry in

Cooking p. 19-20


Activity Specific

Assessment: p. 35

Title V 5th

grade inquiry lab-

The effect of different colors of

construction paper on the

temperature of the air

underneath the paper

Title V 5th

grade inquiry lab- The effect of sugar or salt on the

temperature of ice


71

Revised 2015


16

Unit 3:

Force, Motion, and

Energy

Transformations

Time Frame 4 Weeks

Revised 2015


17

Benchmark

Unit 3: Force, Motion, and Energy

Transformations


Comprehensive

Curriculum

Activities From

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

PS-M-B1

describing and graphing the

motions of objects

PS 7-compare, calculate and graph the average

speeds of objects in motion using both metric

system and U.S. system units

SI 9, 12, 31,32

Activity 1-

You are Going How

Fast? p. 39-41

►BLM:You Were

Going How Fast?

Literacy Strategy: Voc. Self-awareness

Chart

Explore: p. 81


89

PS-M-B1

Describing and graphing the

motions of objects.

PS 7-Compare, calculate and graph the average

speeds of objects in motion using both metric

system and U.S. system units.

SI 1,4,5,9,11,28,36

Activity 2-Speed it Up

or Slow it Down p. 41-

43

►BLM: Force, Motion,

and Energy Voc.

Literacy Strategy:

Learning logs

Quick Lab: p. 85


89

PS-M-B5

Understanding that unbalanced

forces will cause changes in the

speed or direction of an object’s

motion

PS 9-Demonstrate a change in speed or direction

of an object’s motion with the use of unbalanced

forces

SI 16,18,19,22

Activity 3-Balanced and

Unbalanced Forces

p. 43-45

►BLM: Force, Motion,

and Energy Voc.


Activity Specific

Assessment: p.55

Quick Lab: p. 99


Title V 5th

grade inquiry based

lab-The effect of different

surfaces on the amount of time it

takes a car to travel in seconds


101

Revised 2015


18

Benchmark


Transformations


Comprehensive

Curriculum

Activities From

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook


Grade 5

PS-M-B3

Understanding that when an

object is not being subjected to a

force it will continue to move at a

constant speed and in a straight

line.

PS 8-Explain that gravity accelerates all falling

objects at the same rate in the absence of air

resistance.

SI 7,22,38

Activity 4-Paper Race

p.45-46

Literacy

Strategy:Learning logs

Explore: p. 93


101

PS-M-B1

Describing and graphing the

motions of objects.

PS-M-B5

Understanding that unbalanced

forces will cause changes in the

speed or direction of an object’s

motion.

PS 8-Explain that gravity accelerates all falling

objects at the same rate in the absence of air

resistance.

PS 9-demonstrate a change in speed or direction of

an object’s motion with the use of unbalanced

forces

SI 2, 5, 14, 20, ,33,36

Activity 5-Parachute

Drop p. 46-47

►BLM:

Force, Motion, and

Energy Voc.

Literacy Strategy-

Learning logs

Title V 5th

grade inquiry

based lab-What is the effect of

the shape of paper on the

amount of time to fall from a

given height?


101

Revised 2015


19

Benchmark


Transformations


Comprehensive

Curriculum

Activities From

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

PS-M-C1

Identifying and comparing the

characteristics of different types

of energy.

PS 10-compare potential and kinetic energy and

give examples of each

SI 7,19,22

Activity 6-Kinetic and

Potential p. 47-48

►BLM:

Force, Motion, and

Energy Voc.

Literacy Strategy-

Learning logs

Activity Specific

Assessment p.55

Explore: p. 105

Quick Lab: p. 109

Be a Scientist: pp. 112-113

Title V 5th

grade inquiry lab-

The effect of different size

marbles on the distance in

centimeters when traveled

down a plane


104-111

PS-M-C1

Identifying and comparing the

characteristics of different types

of energy

PS 11-Classify energy resources as renewable,

non-renewable or inexhaustible

SI 16,19

Activity 7-

Classify Energy

Resources that Live Up to

Their Potential p. 48-49

►BLM:

Energy Resources: Which

Is Best?

Literacy Strategy-

Learning logs

Explore: p. 129

Quick Lab: p. 133


104-111


128-141

PS-M-C3

Understanding that the sun is a




wavelengths.

PS 12-Identify the sun as Earth’s primary energy

source and give examples (e.g. photosynthesis,

water cycle) to support that conclusion

SI 19

Activity 8-Sun: The

Primary Source of Energy

p. 49-50

Literacy Strategy-

Learning logs, SPAWN

Activity Specific

Assessment p.55

Explore: p. 115

Science Task: p. 145




128-141

Revised 2015


20

Benchmark


Transformations


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

PS-M-C6

Describing the types of energy

that can be involved, converted

or released in electrical circuits.

PS 14-Identify other types of energy produced

through the use of electricity (e.g. heat, light,

mechanical).

SI 4,7, 22, 23

Activity 9-Taking a

close look at electric

circuits p. 30

Literacy Strategy-

Learning logs

Quick Lab: p. 119

Unit 3 Lesson 4, p. 114-

125

PS-M-C6

Describing the types of energy

that can be involved, converted

or released in electrical circuits.

PS 14-Identify other types of energy produced

through the use of electricity (e.g. heat, light,

mechanical).

SI 11, 19, 22, 23

Activity 10-

Transformations in

Energy

p. 51-52


125

PS-M-C4

Observing and describing the

interactions of light and matter

(reflection, refraction,

absorption, transmission

scattering).

ESS-M-C1

Identify the characteristics of the

sun and other stars

PS 13-Investigating how changes in the position of

a light source and an object alter the size and shape

of the shadow

SI 13,14,16,20

Activity 11-Shadow

Clock p. 52-53

Literacy Strategy-

Learning logs


Title V 5th

grade inquiry lab-

The effect of Earth's movement

on the length of a shadow

Title V 5th

grade inquiry lab-

The effect of the changes of

position of a light source on the

size of the shadow

Revised 2015


21

Unit 4:

Cells to Living

Organisms

Time Frame 4 Weeks

Revised 2015


22

Benchmark

Unit 4: Cells to Living Organisms


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

LS-M-A1

Describing observable

components and functions of a

cell, such as the cell membrane,

nucleus and movement of

molecules into and out of cells.

LS 15-Identify the cell as the basic unit of living

things

LS 16-observe, identify and describe the basic

components of cells and their functions (e.g. cell

wall, cell membrane, cytoplasm, nucleus).

SI 28. Recognize that investigations generally begin

with a review of the work of others

SI 29 Explain how technology can expand the senses

and contribute to the increase and/or modification of

scientific knowledge

SI 34 Recognize the importance of communication

among scientists about investigations in progress and

the work of others

SI 39. Identify areas in which technology has

changed human lives (e.g., transportation,

communication, geographic information systems,

DNA fingerprinting

SI 1,3,7

Activity 1-Cells p. 59-

61

Literacy Strategy-

Learning logs, RAFT

writing

Explore: p. 151


157

LS-M-A2

Comparing and contrasting the

basic structures and functions of

different plant and animal cells

LS 17-Compare plant and animal cells and label cell

components

SI 6 Select and use appropriate equipment,

technology, tools, and metric system units of

measurement to make observations

SI 7Record observations using methods that

complement investigations (e.g., journals, tables,

charts)



SI 10,19,23

Activity 2-Cell to Cell

p. 61-62

►BLM:

Plant and Animal Cell

Parts, Answer Key

Literacy Strategy-

Word grid

Quick Lab: p. 157



157

Revised 2015


23

Benchmark



Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

LS-M-A5

Investigating human body

systems and their functions

(including circulatory, digestive,

skeletal, respiratory).

LS 20-Describe the levels of structural organization

in living things (e.g. cells, tissues, organs, organ

systems).

SI 14Develop models to illustrate or explain

conclusions reached through investigation

SI 19

Activity 3-Cells to

Systems p. 62-64

Literacy Strategy-

Graphic organizer

(KWL chart), Voc.

Cards, learning logs

Activity Specific

Assessment p. 69

Explore: p. 163

Quick Lab: p. 167



169

LS-M-A7

Describing communicable and

non-communicable diseases

LS 21-Identify diseases caused by germs and how

they can be transmitted from person to person.

SI 28 Recognize that investigations generally begin

with a review of the work of others

SI 39 Identify areas in which technology has

changed human lives

SI 3

Activity 4-Microbes

p. 64-65

Explore: p. 173

Quick Lab: p. 175

Title V 5th

grade inquiry based

lab-The effect of Hand Washing

on the ability to kill germs


179

Revised 2015


24

Benchmark



Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

LS-M-A3

Observing and analyzing the

growth and development of

selected organisms including a

seed plant, an insect with

complete metamorphosis

and an amphibian.

LS 18-Describe the metamorphosis of an amphibian

(e.g. frog).

SI 7 Record observations using methods that


charts)



SI 24 Provide appropriate care and utilize safe

practices and ethical treatment when animals are

involved in scientific field and laboratory research

Activity 5-It’s a Frog’s

Life p. 65-66

Activity Specific

Assessment p.69

Explore: p. 207

Quick Lab: p. 211


Unit 4 Lesson 6, p.

206-213

LS-M-A4

Describing the basic processes of

photosynthesis and respiration

and their importance to life.

LS 19-Describe the processes of photosynthesis and

respiration in green plants.

SI 10 Identify the difference between description

and explanation

SI 3, 19

Activity 6-

Photosynthesis and

Respiration

p. 66

Explore: p. 183

Quick Lab: p. 189, p. 202

Title V 5th grade inquiry lab-

The effect of light on the

production of oxygen during

photosynthesis over time

Unit 4 Lesson 4, p.

182-191

LS-M-C1

Constructing and using

classification systems based on

the structure of organisms.

LS 22-Develop and use a simple dichotomous key

to classify plants and animals.

SI 13 Identify the difference between description

and explanation

SI 20 Write clear, step-by-step instructions that

others can follow to carry out procedures or conduct

investigations

SI 19

Activity 7-

Dichotomous Key p.67-

68

►BLM:

Classroom Objects to

Sort, Answer Key

Assessment: p. 69



Unit 4 Lesson 5, p.

194-203

Revised 2015


25

Unit 5:

Ecosystems

Time Frame 6 Weeks

Revised 2015


26

Benchmark

Unit 5: Ecosystems


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

LS-M-C3

Investigating major ecosystems

and recognizing physical

properties and organisms within

each.

LS 26-Identify and describe ecosystems of local

importance.


inferences

SI 24 Provide appropriate care and utilize safe

practices and ethical treatment when animals are

involved in scientific field and laboratory research

SI 37

Activity 1-Home Sweet

Home p. 73-74

Literacy Strategy-

KWL graphic

organizer, learning logs

Activity Specific

Assessment p. 87


248-257

SE-M-A2

Demonstrating and understanding

of how carrying capacity and

limiting factors affect plant and

animal populations.

SE 48-determine the ability of an ecosystem to

support a population (carrying capacity) by

identifying the resources needed by that population

SI 18 Identify faulty reasoning and statements that

misinterpret or are not supported by the evidence

SI 37 Critique and analyze their own inquiries and

the inquiries of others

SI 3

Activity 2-Nature’s

Balancing Act

p. 75-76

►BLM:

The Evidence Speaks

for Itself

Literacy Strategy-

Leaning logs

Assessment: p. 87

Quick Lab: p. 243


236-245

Revised 2015


27

Benchmark

Unit 5: Ecosystems


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook


Grade 5

SE-M-A2

Demonstrating an understanding

of how carrying capacity and

limiting factors affect plant and

animal populations

SE 48- Determining the ability of an ecosystem

to support a population (carrying capacity) by

identifying the resources needed by that

population

SE 50-Describe the consequences of several

types of human activities in local ecosystems

(e.g. polluting streams, regulating hunting,

introducing non-native species).

SI 16 ,22, 38

Activity 3-How Many Is

Too Many? P. 76

Activity Specific

Assessment p. 87

Quick Lab: p. 243


245

ESS-M-A11

Understanding that the

atmosphere interacts with the

hydrosphere to affect weather and

climate conditions.

ESS 36-Identify, describe and compare climate

zones (e.g. polar, temperate, tropical).

SI 3, 19

Activity 4-Ecosystems

in Different Climate

Zones p. 77

Literacy Strategy-

Prof. Know-it-all

Explore: p. 261


285

LS-M-C2

Modeling and interpreting food

chains and food webs.

SE 48-determine the ability of an ecosystem to

support a population (carrying capacity) by

identifying the resources needed by that

population

SI 1 Generate testable questions about objects,

organisms, and events that can be answered

through scientific investigation

SI 33 Evaluate models, identify problems in

design, and make recommendations for

improvement

SI 34 Recognize the importance of

communication among scientists about

investigations in progress and the work of others

SI 2, 5, 6, 15, 17

Activity 5- Ecosystems

in a Bottle p. 77-79

Literacy Strategy-

Learning logs:

Math in Science: p. 247 Unit 5 Lesson 1, pp. 222-

233


245

Revised 2015


28

Benchmark

Unit 5: Ecosystems


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

LS-M-C2



LS 23-Construct food chains that could be found

in ponds, marshes, oceans, forests or meadows.

LS 24-Describe the roles of producers, consumers,

and decomposers in a food chain.

LS 25-compare food chains and food webs

LS 28-Explain and give examples of predator/prey

relationships.

SI 3,16,19

Activity 6-Food Chains

and Webs p.79-80

►BLM:

Food Chains and Food

Webs Voc. Self-

awareness Chart

Literacy Strategy-

Learning logs

Explore: p. 223

Explore: p. 237


222-233


236-245

LS-M-C2



LS-M-C3




each.

LS-M-C4

Explaining the interaction and

interdependence of non- living

and living components within

ecosystems.

LS 23-Construct food chains that could be found

in ponds, marshes, oceans, forests or meadows.



LS 25-Compare food chains and food webs.

LS 26-Identify and describe ecosystems of local

importance.

LS 28-Explain and give examples of predator/prey

relationships.

SI 3,19

Activity 7-Home to

Whom?

P. 80-81



Writing in Science: p. 246


222-233


236-245

Revised 2015


29

Benchmark

Unit 5: Ecosystems


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook


Grade 5

LS-M-C2








SI 10, 21, 23,

Activity 8-Who Are the

Players?

p. 81-82

►BLM:

Food Chains and Food

Webs Voc. Self-

awareness Chart

Quick Lab: p. 229


233

LS-M-C3




each.

LS-M-D1

Describing the importance of

plant and animal adaptation

including local examples.

LS 27-Compare common traits of organisms

within ecosystems.

LS 29-Describe adaptations of plants and animals

that enable them to thrive in local and other

environments.

SI 2, 22

Activity 9-Acetate Ants

and Adaptations p. 82

Explore: p. 249

Quick Lab: p. 253

Title V 5th grade inquiry

lab-The effect of color on the

number of toothpicks gathered

in thirty seconds


257

SE-M-A7

Demonstrating knowledge of the

natural cycles, such as carbon

cycle, nitrogen cycle, water cycle,

and oxygen cycle.

SE 51-Describe naturally occurring cycles and

identify where they are found (e.g. carbon,

nitrogen, water, oxygen).

SI 21

Activity 10-The Cycle

Starts Here

p. 83

Revised 2015


30

Benchmark

Unit 5: Ecosystems


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

SE-M-A4

Understanding that human

actions can create risks and

consequences in the

environment.

SE 50-Describe the consequences of several types

of human activities in local ecosystems (e.g.

polluting streams, regulating hunting, introducing

non-native species

SI 26 Use and describe alternate methods for

investigating different types of testable questions

SI 27 Recognize that science uses processes that

involve a logical and empirical, but flexible,

approach to problem solving

SI 34

Activity 11-Non-Native

Invasion p. 83-84

Literacy Strategy-

SQPL

Activity Specific

Assessment p.87

Explore: p. 275

Quick Lab: p. 279

Quick Lab: p. 269


260-273


274-287

SE-M-A3

Defining the concept of pollutant

and describing the effects of

various pollutants in ecosystems.

SE-M-A4

Understanding that human

actions can create risks and

consequences in the

environment.

SE 49-Identify and give examples of pollutants

found in water, air and soil.

SE 50-Describe the consequences of several types

of human activities in local ecosystems (e.g.


non-native species

SI 27 Recognize that science uses processes that

involve a logical and empirical, but flexible,

approach to problem solving

SI 16

Activity 12-Pollution

p. 84-85

Literacy Strategy-

Brainstorming, learning

logs

Focus on Skills: p. 286-287


274-287

Revised 2015


31

Unit 6:

Earth: Its Lithosphere,

Hydrosphere, and

Atmosphere

Time Frame 5 Weeks

Revised 2015


32

Benchmark

Unit 6: Earth: Its Lithosphere, Hydrosphere,

and Atmosphere Grade Level Expectation

Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

ESS-M-A4

Investigating how soils are

formed from weathered rock and

decomposed organic material

ESS 30-identify organic and inorganic matter in

soil samples with the aid of a hand lens or

microscope

SI 6 Select and use appropriate equipment,

technology, tools, and metric system units of

measurement to make observations



charts)

SI 10,22,23,29

Activity 1-Soil

p. 91-93

►BLM:

Soil Savy

Literacy Strategy-

Anticipation guide,

learning logs

Explore: p. 309

Quick Lab: p. 313

Be a Scientist: p. 316


308-315

ESS-M-A5

Identifying the characteristics

and uses of minerals and rocks

and recognizing that rocks are

mixtures of minerals

ESS 31-identify common rocks and minerals and

explain their uses and economic significance



charts)

SI 11 Construct, use, and interpret appropriate

graphical representations to collect, record, and

report data (e.g., tables, charts, circle graphs, bar

and line graphs, diagrams, scatter plots, symbols)

SI 3,21,22,23

Activity 2-Rocks and

Minerals p. 93-95

►BLM:

Mineral Identification

Chart

Literacy Strategy-

Learning log

Activity Specific

Assessment p. 109

Explore: p. 295

Quick Lab: p. 299


294-305

ESS-M-A5

Identifying the characteristics

and uses of minerals and rocks

and recognizing that rocks are

mixtures of minerals

ESS 31-identify common rocks and minerals and

explain their uses and economic significance




reports, equations)




DNA fingerprinting)

SI 3,22

Activity 3-Gifts from

the Earth: How Rocks

and Minerals are Used

by People p. 95-96

►BLM:

Gifts from the Earth

Literacy Strategy-

Brainstorming

Assessment: p.109

Focus on Skills: p. 306-307


294-305

Revised 2015


33

Benchmark


and Atmosphere


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook


Grade 5

ESS-M-A7 Modeling how

landforms result from the

interaction of constructive and

destructive forces

SS-M-B3Understanding that

earth processes such as erosion

and weathering affect the Earth

today and are similar to those

which occurred in the past

ESS 32-demonstrate the results of constructive and

destructive forces using models or illustrations

ESS 33-identify the processes that prevent or cause

erosion

ESS 38-Estimate the range of time over which

natural events occur (e.g. lightning in seconds,

mountain formation over millions of years)


events

SI 14 Develop models to illustrate or explain




SI 7, 15,19,23,33

Activity 4-Landform

Changes: Good or Bad?

P. 96-98

Literacy Strategy-

Learning logs

Explore: p. 331

Quick Lab: p. 335


330-341

ESS-M-A7 Modeling how

landforms result from the

interaction of constructive and

destructive forces

ESS-M-B3 Understanding that








erosion

ESS 38-estimate the range of time over which





charts)

SI 15 Identify and explain the limitations of models

used to represent the natural world

SI 4,22,23

Activity 5-Types of

Erosion p. 98-101

►BLM:

Sample Voc. Card

Literacy Strategy-

Learning logs, voc.

cards

Writing in Science: p. 342-

343


330-341

Revised 2015


34

Benchmark


and Atmosphere


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

ESS-M-B3

Understanding that earth

processes such as erosion and

weathering affect the Earth today

and are similar to those which

occurred in the past

ESS 38- estimate the range of time over which





SI 33 Evaluate models, identify problems in design,

and make recommendations for improvement

SI 7,15,16

Activity 6-Weathering

and Fossil Preservation

p. 102-103

Explore: p. 345

Quick Lab: p. 349


344-355

ESS-M-A7

modeling how landforms result

from the interaction of

constructive and destructive

forces

ESS-M-B3

understanding that earth








erosion




SI 16 Use evidence to make inferences and predict

trends





SI 3

Activity 7-The

Evidence Speaks for

Itself: Finding

Examples of

Weathering and Erosion

from Long Ago p. 103-

104

Activity Specific

Assessment p. 109

Math in Scinece: p. 357

Title V 5th

grade inquiry lab-

The effect of wind change on sand

formations in deserts and

beaches


330-341


344-355

Revised 2015


35

Benchmark


and Atmosphere


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

ESS-M-B3

understanding that earth
















models used to represent the natural w

SI 4,7,10,12,22,25

Activity 8-Modeling

Destructive and

Constructive Forces in

Nature p. 104-105

Literacy Strategy-

Learning logs

Writing in Science: p. 356-357


330-341


344-355

ESS-M-A11

understanding that the


hydrosphere to affect weather

and climate conditions

ESS 34-identify the components of the

hydrosphere

ESS 35-identify the atmosphere as a mixture of

gases, water vapor, and particulate matter

SI 3,11,19

Activity 9-Atmosphere

and Hydrosphere p105

Literacy Strategy-

Learning logs

Explore: p. 319

Quick Lab: p. 323


318-327

Revised 2015


36

Benchmark


and Atmosphere


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

ESS-M-A11

understanding that the atmosphere

interacts with the hydrosphere to

affect weather and climate

conditions

ESS-M-C2 comparing and

contrasting the celestial bodies in

our solar system

ESS 35-identify the atmosphere as a mixture of

gases, water vapor, and particulate matter

ESS 43-describe the characteristics of the inner

and outer planets

SI 3,11,16,19

Activity 10-

Atmospheric

Comparisons p. 106-

107

Literacy Strategy-

Learning logs,

SPAWN


318-327

ESS-M-A11




conditions

ESS 34-identify the components of the

hydrosphere



SI 16

Activity 11-Water,

Water Everywhere, But

How Much to Drink?

P. 107-108


318-327

Revised 2015


37

Unit 7:

Cycles and Climate

Time Frame 5 Weeks

Revised 2015


38

Benchmark

Unit 7: Cycles and Climate


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook


Grade 5

SE-M-A7 demonstrating

knowledge of the natural cycles

such as carbon cycle, nitrogen

cycle, water cycle and oxygen

cycle

SE 51-describe naturally occurring cycles and

identify where they are found(e.g. carbon,

nitrogen, water, oxygen)

SI 10,18,37

Activity 1-Round and

Around It Goes p.

113-114

Assessment: p. 127

Explore: p. 393


392-401

PS-M-A5 investigating the

relationships among temperature,

molecular motion, phase changes

and physical properties of matter

PS-M-C3

understanding that the sun is a




wavelengths

ESS-M-C1

identifying the characteristics of

the sun and other stars

ESS-M-A10

explaining(illustrating) how water

circulates on and through the crust

in the oceans, and in the

atmosphere in the water cycle





cycle

PS 5-describe the properties and behavior of water

in its solid, liquid and gaseous phases(states)

PS 12-identify the sun as Earth’s primary energy

source and give examples(e.g. photosynthesis,


ESS 39-identify the physical characteristics of the

sun

ESS 46-identify and explain interaction of the

processes of the water cycle


identify where they are found (e.g. carbon,




SI 33 Evaluate models, identify problems in

design, and make recommendations for

improvement

SI 1,22,23

Activity 2-Water

Cycle Interaction p.

114-116


The effect of water temperature

on the rate of evaporation in the

water cycle


The effect of plants on the

carbon-dioxide cycle


392-401

Revised 2015


39

Benchmark



Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

ESS-M-B3 understanding that





ESS-M-A10-explaining

(illustrating) how water circulates

on and through the crust in the

oceans, and in the atmosphere in

the water cycle

ESS 46-identify and explain interaction of the

processes of the water cycle

PS 5-describe the properties and behavior of water

in its solid, liquid and gaseous phases (states)

PS 12-identify the sun as Earth’s primary energy

source and give examples(e.g. photosynthesis,




SI 14,19

Activity 3-Go Flow

p. 116-117

►BLM:

Round and Round I Go

Literacy Strategy-

Learning logs, RAFT

Activity Specific

Assessment p. 127

Be a Scientist: p. 402 Unit 7 Lesson 3, pp.

392-401

ESS-M-B3 understanding that









cycle


natural events occur(e.g. lightning in seconds,





SI 38 Explain that, through the use of scientific

processes and knowledge, people can solve

problems, make decisions, and form new ideas

(SI-M-B6)

Activity 4- Other

Important Earth Cycles

p. 117-119

Focus on Skills: p. 378-379 Unit 7 Lesson 3, pp.

392-401

Revised 2015


40

Benchmark



Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

SE-M-A3 defining the concept of

pollutant and describing the

effects of various pollutants on

ecosystems

SE-M-A4 understanding that

human actions can create risks

and consequences in the

environment





cycle

SE 49-identify and give examples of pollutants

found in water, air, and soil

SE 50-describe the consequences of several types

of human activities on local ecosystems(e.g.


non-native species




SI 4 Design, predict outcomes, and conduct

experiments to answer guiding questions

SI 5 Identify independent variables, dependent



SI 20 Write clear, step-by-step instructions that

others can follow to carry out procedures or

conduct investigations

SI 40 Evaluate the impact of research on scientific

thought, society, and the environment

SI 3,21,22

Activity 5-Nature’s

Cycles in Action The

Carbon Cycle and the

Nitrogen Cycle p. 119-

121

Literacy Strategy-

Voc. cards

Quick Lab: p. 399 Unit 7 Lesson 3, pp.

392-401

ESS-M-A understanding that the


hydrosphere to affect weather and

climate conditions

ESS 36-identify, describe and compare climate

zones (e.g. polar, temperate, tropical)

SI 11 Construct, use, and interpret appropriate

graphical representations to collect, record, and

report data (e.g., tables, charts, circle graphs, bar

and line graphs, diagrams, scatter plots, symbols)


trends

SI 3,13,19,22

Activity 6-Zones p. 121

►BLM:

Climate Zone

Investigation

Literacy Strategy-

Venn diagram graphic

organizer

Explore: p. 381

Quick Lab: p. 383

Reading in Science: p. 390-

391



380-389

Revised 2015


41

Benchmark



Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook


Grade 5

ESS-M-A11




conditions

ESS 36-identify, describe and compare climate

zones (e.g. polar, temperate, tropical)




reports, equations)

SI 11,16

Activity 7-Climate

Zones Around The

World p. 122-123

►BLM:

Taking a Closer Look at

Climate Zones

Title V 5th

grade inquiry lab-

The effect of humidity on the

amount of precipitation found

in the different climatic zones

Title V 5th

grade inquiry lab-

The effect of distance to a body

of water on the temperature of

an area


380-389

ESS-M-A12

predicting weather patterns

through use of a weather map

ESS 37-identify typical weather map symbols

and the type of weather they represent




reports, equations)

SI 3

Activity 8-Weather

Symbols p. 123-124

Explore: p. 365

Quick Lab: p. 367


380-389

Revised 2015


42

Benchmark



Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

ESS-M-A12 predicting weather

patterns through use of a weather

map

ESS 37-identify typical weather map symbols and

the type of weather they represent


events

SI 19 Communicate ideas in a variety of ways (e.g.,

symbols, illustrations, graphs, charts, spreadsheets,

concept maps, oral and written reports, equations)

SI 29 Explain how technology can expand the

senses and contribute to the increase and/or

modification of scientific knowledge




DNA fingerprinting)

SI 7,22

Activity 9-Weather

Watch p. 124-125

BLM: Danger, Severe

Weather Warning

Literacy strategy:

Opinionnaire

Assessment: p. 127

Quick Lab: p. 375 Unit 7 Lesson 1, pp.

380-389

ESS-M-A12 predicting weather

patterns through use of a weather

map




SI 30 Describe why all questions cannot be

answered with present technologies







DNA fingerprinting)

SI 40 Evaluate the impact of research on scientific

thought, society, and the environment

SI 3

Activity 10- Predicting

the Weather p. 126

Quick Lab: p. 387


380-389

Revised 2015


43

Unit 8:

Space

Time Frame 4 Weeks

Revised 2015


44

Benchmark

Unit 8: Space


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook


Grade 5

ESS-M-C1 identifying the

characteristics of the sun and

other stars


sun





SI 3,30

Activity 1-Sun p. 131

►BLM:

Sun Facts and Stats

Activity Specific

Assessment: p. 144

Explore: p. 411

Quick Lab: p. 415


410-419


characteristics of the sun and

other stars


sun







SI 19

Activity 2-Creating An

Edible Model of the

Sun p. 131-132


410-419

ESS-M-C5 modeling the

position of the Earth in

relationship to other objects in

the solar system

ESS 45-identify Earth’s position in the solar system


trends

Activity 3

Understanding the

Importance of the Sun

to Earth p. 132-133

Literacy Strategy-

Learning logs,

SPAWN,

brainstorming, T chart

graphic organizer

Explore: p. 435

Quick Lab: p. 439

Title V 5th

grade inquiry

based lab-The effect of

distance from the sun on

temperature of a planet


434-447



our solar system

ESS 43-describe the characteristics of the inner and

outer planets

ESS 45-identify Earth’s position in the solar system

SI 3 Use a variety of sources to answer questions

SI 7,19

Activity 4-Solar

System Travel

Company p. 134-135

►BLM:

Planetary Research,

Planet Poster Rubric


Title V 5th

grade inquiry


distance from the sun on the



434-447

Revised 2015


45

Benchmark

Unit 8: Space


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook


Grade 5



our solar system

ESS-M-C5 modeling the

position of the Earth in

relationship to other objects in

the solar system

ESS 43-describe the characteristics of the inner and

outer planets

.

SI 19 Communicate ideas in a variety of ways (e.g.,

symbols, illustrations, graphs, charts, spreadsheets,

concept maps, oral and written reports, equations)

SI 3,7,22

Activity 5-Comparing

and Contrasting

Characteristics of Inner

and Outer Planets

p. 135-136

►BLM:

Planetary Research,

Planet Comparison,

Pluto Opinionnaire

Literacy Strategy-

Venn diagram graphic

organizer

Activity Specific

Assessment p. 144

Title V 5th

grade inquiry


distance from the sun on the



434-447

ESS-M-C2

comparing and contrasting the

celestial bodies in our solar

system

ESS 42-differentiate among moons, asteroids,

comets, meteoroids, meteors, and meteorites

SI 37 Critique and analyze their own inquiries and

the inquiries of others

SI 7,19,22

Activity 6-Visitors

from Space:

Understanding the

Differences between

Moons, Meteoroids,

Meteors, Asteroids, and

Comets p. 136-137

Assessment: p. 144

Be a Scientist: pp. 448-449 Unit 8 Lesson 3, pp.

434-447

Revised 2015


46

Benchmark

Unit 8: Space


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

ESS-M-B3

understanding that earth processes

such as erosion and weathering

affect the Earth today and are

similar to those which occurred in

the past


characteristics of the sun

and other stars

ESS-M-C4 modeling the motions

of the Earth-Moon-Sun system to

explain day and night, a year,

eclipses, moon phases, and tides


natural events occur(e.g. lightning in seconds,


ESS 41-why the moon, sun and stars appear to

move from east to west across the sky

ESS 44-explain rotation and revolution by using

models or illustrations



SI 7,12,22

Activity 7-Earth Goes

Round and Round:

Understanding the

Effects of Rotation and

Revolution

p. 137-138

Literacy Strategy-

Learning logs

Explore: p. 423

Quick Lab: p. 429


422-431

ESS-M-C1


the sun

and other stars

ESS-M-C4 modeling the motions

of the Earth-Moon-Sun system to

explain day and night, a year,

eclipses, moon phases, and tides

ESS 41-why the moon, sun and stars appear to

move from east to west across the sky

ESS 44-explain rotation and revolution by using

models or illustrations

SI 18,22

Activity 8-East to West

p. 139-140

Literacy Strategy-

:Learning logs

Activity Specific

Assessment p. 144


Title V 5th

grade inquiry lab-

The effect of rotation and

revolution on Earth


422-431

Revised 2015


47

Benchmark

Unit 8: Space


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

ESS-M-C1


the sun

and other stars

ESS 40-describe the significance of Polaris as the

North Star


events

SI 12,22,35,38

Activity 9-Polaris

p.140-142

Literacy Strategy-

DR-TA


Quick Lab: p. 417


410-419

ESS-M-C8

understanding that space

exploration is an active area of

scientific and technological

research and development

ESS 47-identify and explain advances in

technology that have enabled the exploration of

space










DNA fingerprinting)

SI 30

Activity 10-One Small

Step for Man, One

Giant Leap for

Mankind: Space

Technology that Fueled

Space Exploration

p.142

Explore: p. 451

Quick Lab: p. 459

Title V 5th

grade inquiry lab-

The effect of Technology on

Weather Forecasting Over

Time


450-461

Revised 2015


48

Benchmark

Unit 8: Space


Comprehensive

Curriculum

Activities from

Comprehensive

Curriculum



Grade 5

And Other Sources

Readings

From Textbook

Science-A Closer

Look

Grade 5

ESS-M-C8

understanding that space

exploration is an active area of

scientific and technological

research and development

ESS 47-identify and explain advances in

technology that have enabled the exploration of

space




reports, equations)




SI 3,30,35

Activity 11-Timelines

of Space Exploration

p. 142-143


450-461

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