Suggested Curriculum Framework – Grade€¦ · Web viewScience Pacing – Standard 5.1 week(s) 1-2 The student will plan and conduct investigations in which. rocks, minerals,

Fifth Grade SCIENCE Pacing Overview – 2007-2008

Weeks Theme

Weeks 1-2 SCIENTIFIC INVESTIGATIONScientific Method/ MeasurementSOL 5.1(A-J) (4.1)

Summary of SOLs for this time block

SOL 5.1(A-J) (4.1)SOL 5.5(A-E) (4.4, 4.5, 4.8b)

Weeks 3-5 LIFE PROCESSES AND LIVING SYSTEMSCellsSOL 5.5a(A-C)

Weeks 6-8 LIFE PROCESSES AND LIVING SYSTEMSKingdomsSOL 5.5b,c, d(D-E) 4.4 (Plants), 4.5 (Behavioral & Physical Adaptations), 4.8b (Virginia Natural Resources: Plants/Animals)

Week 9 REVIEW/ RETEACH/ RECYCLE

Weeks 10-13 FORCE, MOTION, ENERGY, AND MATTERMatterSOL 5.4(A-D)


SOL 5.4(A-D)SOL 5.3(A-E)SOL 5.2(A-H) (4.2, 4.3)

Weeks 14-16 FORCE, MOTION, ENERGY, AND MATTERLightSOL 5.3(A-E)

Weeks 17-19 FORCE, MOTION, ENERGY, AND MATTERSound (corrected)SOL 5.2(A-H) 4.2 (Force, Motion, Energy), 4.3 (Electricity & Magnetism)

Week 20 REVIEW/ RETEACH/ RECYCLE

Weeks 21-23 EARTH/ SPACE SYSTEMS AND CYCLESEarth ProcessesSOL 5.7d,e,f(G-L) 4.6 (Weather), 4.7 (Earth Patterns, Cycles & Change), 4.8 a, c & d (Virginia Natural Resources: Water, Energy Sources, Forests, Soil, Land)


SOL 5.7(A-L) (4.6, 4.7, 4.8a,c,d)

Weeks 24-25 EARTH/ SPACE SYSTEMS AND CYCLESRocksSOL 5.7a,b,c(A-F)4.8 c (Minerals, Rocks, Ores)

Week 26 Benchmark TestingREVIEW/ RETEACH/ RECYCLE

Weeks 27-30 EARTH/SPACE SYSTEMS AND CYCLESOceanographySOL 5.6 (A-J)

Summary of SOLs for this time blockSOL 5.6(A-J)SOL Review and Testing

Weeks 31-33 SOL Review

Weeks 34-35 SOL Review & Testing

Week 36 Menu Selection

SCIENCE PACING – STANDARD 5.1 WEEK(S) 1-2

The student will plan and conduct investigations in whicha) rocks, minerals, and organisms are identified using a classification key;b) estimations of length, mass, and volume are made;c) appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time;d) accurate measurements are made using basic tools (thermometer, meter stick, balance, graduated cylinder);e) data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams);f) predictions are made using patterns, and simple graphical data are extrapolated;g) manipulated and responding variables are identified; andh) an understanding of the nature of science is developed and reinforced.

Essential Knowledge and SkillsStudents should be able to:

Verbs Instructional ActivitiesThe student will . . .

Related SOLs

Evidence of Mastery/Common Assessments

Suggested Resources

Sentence/ Bullet a):A. Use classification keys to identify rocks, minerals, and organisms.

PlanInvestigateUseIdentify

Sentence/ Bullet b):B. Make plausible estimations of length, mass, and volume.

Plan InvestigateEstimate

4.1 “Measurement Lab"

Sentence/ Bullet c):C. Select and use the appropriate instruments, including centimeter rulers, meter sticks, graduated cylinders, balances, scales, Celsius thermometers, and stopwatches, for making basic measurements. (5.1, includes 4.1)

Plan InvestigateSelectUse

4.1 “Cool Hands”-lab

“ Measurement Lab"

Sentence/ Bullet d):D. Measure temperature, length, mass, and volume, using metric measures. This includes millimeters, centimeters, meters, kilometers, grams, kilograms, milliliters, liters, and degrees Celsius. (5.1, includes 4.1)

PlanInvestigateMeasure

4.1

“Measurement Lab”

Sentence/ Bullet e):E. Collect, record, and report data, using charts and tables, and translate numerical data into bar or line graphs.

PlanInvestigateCollectRecordReportTranslate

4.1 “Cool Hands”

“You Be the Detective!”

Sentence/ Bullet f):F. Make predictions based on trends in data (may use picture graphs, bar graphs, and basic line graphs). This requires the recognition of patterns and trends and determination of what those trends may represent. (5.1, includes 4.1)

Plan InvestigatePredictRecognizeDetermine



Sentence/ Bullet g):G. Analyze the variables in a simple experiment, and decide which must be held constant (not allowed to change) in order for the investigation to represent a fair test. Identify the manipulated (independent) and responding (dependent) variables. (4.1, 5.1)

PlanInvestigateAnalyzeDecideIdentify



Sentence/ Bullet h):H. Define/make observations and inferences.

PlanInvestigateDefineObserveInfer

4.1 “You Be the Detective!”

I. Distinguish among observations and inferences, (5.1) (conclusions, and predictions, and correctly apply the terminology in oral and written work.) (4.1)

PlanInvestigateDistinguish


J. Measure, record, identify, collect, and organize observations. Distinguish between qualitative and quantitative observations.

PlanInvestigateMeasureRecordIdentifyCollectOrganizeDistinguish


SCIENCE PACING – STANDARD 5.2 WEEK(S): 17 – 19

The student will investigate and understand how sound is transmitted and is used as a means of communication. Key concepts includea) frequency, waves, wavelength, vibration;b) the ability of different media (solids, liquids, and gases) to transmit sound; andc) uses and applications (voice, sonar, animal sounds, and musical instruments).



Related SOLs

Evidence of Mastery Suggested Resources

Sentence/ Bullet a):A. Use the basic terminology of sound to describe what sound is, how it is formed, how it affects matter, and how it travels.

InvestigateUse

Interactive Notetaking

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B. Create and interpret a model or diagram of a compression wave.

Investigate*Plan*CreateInterpret


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Use slinkies to create models of sound waves

“Sound Vibrations” – p. 96 - 98

5.1, 4.1 Picture with student explanation

“Make Some Waves!” – ESS – p. 98

Enhanced Scope and Sequence (ESS) – p. 98

D. Explain the relationship between frequency and pitch.

InvestigateExplain


Use string models (i.e. varied widths of fishing line and varied volumes of water in containers) to create varied vibration and pitch

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5.1, 4.1 Picture with student explanation

Sound Kit (Carolina)

Sentence/ Bullet b):C. Explain why sound waves travel only where there is matter to transmit them.

InvestigateExplain


“Sound Travel through media” – ESS – p. 105 - Listen with a cup through doorway

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Science Journal ESS – p. 105

F. Compare and contrast sound traveling through a solid with sound traveling through the air. Explain how different media

InvestigateExplainCompareContrast


“Sound Investigations” – ESS – p. 102

ESS – p. 102

(solid, liquid, and gas) will affect the transmission of sound.

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Sentence/ Bullet c):E. Design an investigation to determine what factors affect the pitch of a vibrating object. This includes vibrating strings, rubber bands, beakers/bottles of air and water, tubes (as in wind chimes), and other common materials.

Investigate*Plan*Design


Use tuning forks and water to show movement.

Use straws to make kazoos – “Squawker” – ESS – p. 109

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4.2, 4.1, 5.1 (Plan)

ESS – p. 109

Physical Science SOLutions: K-6. Science Museum of Virginia

Music teachers and Orff instruments

G. Compare and contrast the sounds (voice) that humans make and hear to that of other animals. This includes bats, dogs, and whales.

InvestigateCompareContrast


Examine chart of various sounds hear by humans and animals.

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Assessment sheet – See Bobbie

H. Compare and contrast how different kinds of musical instruments make sound. This includes string instruments, woodwinds, percussion instruments, and brass instruments.



Examine differences in musical instruments through music class.

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Music teachers

Sonar . . . Interactive Notetaking

Field Trip: Explore Virginia Marine Science Museum at Virginia Beach

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Picture of student operation of sonar with student explanation


The student will investigate and understand basic characteristics of visible light and how it behaves. Key concepts includea) the visible spectrum and light waves;b) refraction of light through water and prisms;c) reflection of light from reflective surfaces (mirrors);d) opaque, transparent, and translucent; ande) historical contributions in understanding light.



Related SOLs


Sentence/ Bullet a):A. Explain the relationships between wavelength and the color of light. Name the colors of the visible spectrum.

InvestigateExplainName


Station: Use the prism to name the colors of the visible spectrum.

Use mneumonic strategy of ROY G. BIV in demonstrating colors of visible spectrum.

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Picture assessment and checklist

Investigating Light and Optics (Carolina)

E. Analyze the effects of a prism on white light and describe why this occurs. Explain why a rainbow occurs.

InvestigateAnalyzeDescribeExplain

Station: Use the prism to name the colors of the visible spectrum.


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Pictures with explanation of activity

B. Diagram and label a representation of a light wave, including wavelength, peak, and trough.

InvestigateDiagramLabel


Station: Label parts of lightwave.

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Student labeling

Sentence/ Bullet b) and c):C. Compare and contrast reflection and refraction, using water, prisms, and mirrors.


Station: Use pennies and water/ pencils and water to demonstrate reflection and refraction.

Station: Investigation includes mirrors, flashlight and X marks the spot. Use mirrors to reflect light rays from source onto X.


“Light Refractions” – p. 131

ESS – p. 131

Physical SOLutions

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Sentence/ Bullet d):D. Explain the terms transparent, translucent, and opaque, and give an example of each.

InvestigateExplain

Station: Created strip of paper using strips of overhead transparency, waxed paper, and black paper. Students label as transparent, translucent, and opaque.


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Student strip of paper correctly labeled (See example)

Sentence/ Bullet e): Read Thomas Edison


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Answer questions showing historical understanding; write into paragraph

Rigby book – 3rd/ 4th grade – Thomas Edison


The student will investigate and understand that matter is anything that has mass, takes up space, and occurs as a solid, liquid, or gas. Key concepts include

a) atoms, elements, molecules, and compounds;b) mixtures including solutions; andc) the effect of heat on the states of matter.



Related SOLs


Sentence:Investigate and understand that matter is anything that has mass, takes up space, and occurs as a solid, liquid, or gas.

InvestigateUnderstand

Demonstrate that air takes up space – “Does Air Take Up Space?” – ESS p. 9 – 10


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Word wall/ word sorts

5.1c,h, 4.1d

Checklist or rubric assessing design of investigation

“Matter Man Saves the Day!” (see example)

Solids, Liquids, and Gases sort (see example)

ESS – p. 9 – 10

Changes Kit (Carolina)

Science All Around Me: Matter

The World of Matter

Bullet a):A. Construct and interpret models of atoms, elements, molecules, and compounds.

InvestigateConstructInterpret

Investigate atoms, elements, molecules, and compounds - “What’s the Matter?” – ESS p. 2 – 6


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5.1e, 4.1 Visual model – “An Atom of My Element” – ESS p. 6

See example of additional visual model for an element.

Give students pictures of atoms, molecules, elements, and compounds, and have them identify each

ESS – pages 2 – 6

C. Construct and interpret a sequence of models (diagrams) showing the activity of molecules in all three states of matter.

Investigate*Plan*Construct Interpret

Model states of matter – “Molecule Motion in the Three States of Matter” – ESS p. 7 – 8


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4.1, 5.1e (Plan)

Student drawing of each state of matter (hand-constructed, computer-generated, or cut out and pasted duplicate drawings)


Bullet b): Investigate Experiment with mixtures and solutions – 5.1e,h; “Comparing and ESS – pages 14 – 17

D. Compare and contrast mixtures and solutions, elements and compounds, and atoms and molecules.

CompareContrast

“All Mixed Up” – ESS p. 14 – 17

Create mixture of oats, raisins, nuts, and Reese’s pieces. Create solution of apple juice concentrate and water.

Elements and compounds: ________________________________

Atoms and molecules:________________________________


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4.1d Contrasting Mixtures and Solutions” sheet – p. 16 & 17

Science Lab Sheet defining mixtures and solutions and responding to questions about the activity (See example)

Bullet c):B. Design an investigation to determine how heat affects the states of matter (e.g., water). Include in the design ways information will be recorded, what measures will be made, what instruments will be used, and ways the data will be graphed.


Engage in “Motion and Temperature” Activity and “Investigation of the Effect of Heat on the State of Matter” Activity from “Things are Heating Up”– ESS p. 11 – 13

Place drops of food coloring into really hot water, ice cold water, and room temperature

4.1d,e,f, 5.1c,d,e,h (Plan)

Exit pass from “Motion and Temperature” activity: Describe why the balloon becomes smaller – What happens to the molecules of matter when heat is removed from matter.

Checklist or rubric assessing design of investigation; copy of investigation, results, and graphical representations

Student journaling of water experiment


water. Examine speed of the water molecules at different temperatures.


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The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. Key concepts includea) basic cell structures and functions;b) kingdoms of living things;c) vascular and nonvascular plants; andd) vertebrates and invertebrates.



Related SOLs


Sentence/ Bullet a):A. Draw, label, and describe the essential structures and functions of plant and animal cells. For plants, include the nucleus, cell wall, cell membrane, vacuole, chloroplasts, and cytoplasm. For animals, include the nucleus, cell membrane, vacuole, and cytoplasm.

InvestigateDrawLabelDescribe

Review cell parts – “Building a Cell” – ESS – p. 25 – 26


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5.1e, 4.1 “Cell Mates-Animal Cell”“Cell Mates-Plant Cell”

B. Design an investigation to make observations of cells.



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4.1, 5.1 (Plan)

C. Compare and contrast plant and animal cells and identify their major parts and functions.

InvestigateCompare ContrastIdentify

Observe microscopic slides of plant and animal cells; examine differences – “Plant and Animal Cells” – ESS – p. 21 – 22


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5.1e,f,h; 4.1

“Comparing Plant and

Animal Cells in a Venn Diagram” – ESS – p. 23 – 24 or ”Cellmates?“Vascular-Non-Vascular Sheet”

“Cell Identification Worksheet” – ESS – p. 23 – Remove key and have students label or match labels with parts

Sentence/ Bullet b):D. Compare and contrast the distinguishing characteristics of the kingdoms of organisms.


Picture sort differentiating organisms in each of the kingdoms


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Individual sort differentiating organisms in each of the kingdoms

“Classification of Organisms” – page 33“Vertebrates and

Invertebrates Sort”

ESS – page 33

Sentence/ Bullet b), c), and d):E. Group organisms into categories, using their characteristics: living things (kingdoms), plants (vascular and nonvascular), and animals (vertebrates or invertebrates). Name and describe two common examples of each group.

Investigate*Plan*GroupNameDescribe

“Tubes for the Move” – ESS – p. 42

Use graphic organizers to show grouping of organisms into categories


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4.4, 4.5, 4.8b, 4.1, 5.1 (Plan)

“Kingdoms”

“I Have Living Things”

Student-generated graphic organizer, paper/pencil or computer-generated (i.e. Kidspiration).(See example.)

“The Animal Kingdom: Invertebrates/ Vertebrates” – page 34, 38

Student-generated book of kingdoms (Writing Workshop)

Amazing Animals

Animal Groups

ESS – pages 34, 38


The student will investigate and understand characteristics of the ocean environment. Key concepts includea) geological characteristics (continental shelf, slope, rise);b) physical characteristics (depth, salinity, major currents); andc) biological characteristics (ecosystems).



Related SOLs


Sentence/ Bullet a), b), and c):A. Explain key terminology related to the ocean environment.- continental shelf- continental slope- continental rise- abyssal plain- ocean trenches- sediments- phytoplankton- depth- salinity- currents- waves- tides- plankton- Gulf Stream

InvestigateExplain


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Word sort Oceanography Kit (Hubbard Scientific)

What’s Under the Sea?

Amazing Journeys: To the Depths of the Ocean

Exploring Tide Pools

Sentence/ Bullet a):B. Create and interpret a model of the ocean floor and label and describe each of the major features.

Investigate*Plan*CreateInterpretLabelDescribe

Construct a model of the ocean floor – ESS – p. 48 (Students could also use play-dough or clay of varying colors to construct a model and place labels in appropriate places.)


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4.1, 5.1 (Plan)

Student labeling of ocean (See examples.)

ESS – p. 48

Sentence/ Bullet a) and b):C. Research and describe the variation in depths associated

InvestigateResearchDescribe


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“The Ocean Floor” – page 51

ESS – page 51

with ocean features, including the continental shelf, slope, rise, the abyssal plain, and ocean trenches.


Sentence/ Bullet b):D. Design an investigation (including models and simulations) related to physical characteristics of the ocean environment (depth, salinity, formation of waves, and currents, such as the Gulf Stream).


Investigation: Depth _________________

Investigation: Formation of waves _______

Investigation: Currents ________________


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4.1, 5.1 (Plan)

“Salinity” – p. 55 ESS – page 55

E. Interpret graphical data related to physical characteristics of the ocean.

InvestigateInterpret

Depth: Graphing the Ocean Floor

Salinity: ______________

Formation of waves: ______________

Currents: ________________


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Graphing the Ocean Floor assessment sheet

“Under the Sea” (See example)

F. Explain the formation of ocean currents and describe and locate the Gulf Stream.

InvestigateExplainDescribeLocate


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Exit pass: Explain the formation of ocean currents.

Map: Locate Gulf Stream and write a description.

Sentence/ Bullet c):G. Design an investigation (including models and simulations) related to biologic characteristics of the ocean environment


Create food chain – pyramid


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4.1, 5.1 (Plan)

Food chain/ pyramid

(ecological relationships).H. Interpret graphical data related to the biological characteristics of the ocean, such as the number of organisms vs. the depth of the water.

InvestigateInterpret Interactive Notetaking

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“Under the Sea”

Page 51

I. Analyze how the physical characteristics (depth, salinity, and temperature) of the ocean affect where marine organism can live.

InvestigateAnalyze


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Page 51

J. Create and interpret a model of a basic marine food web, including floating organisms (plankton), swimming organisms, and organisms living on the ocean bottom.

Investigate*Plan*CreateInterpret

“Life in the Food Chain” – p. 59


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4.1, 5.1 (Plan)

Food web


The student will investigate and understand how the Earth’s surface is constantly changing. Key concepts include

a) the rock cycle including identification of rock types;b) Earth history and fossil evidence;c) the basic structure of the Earth’s interior;d) plate tectonics (earthquakes and volcanoes);e) weathering and erosion; andf) human impact.



Related SOLs


Sentence:A. Apply basic terminology (italic print in overview) to explain how the Earth surface is constantly changing.“Rocks move and change over time due to heat and pressure within the Earth and to weathering and erosion at the surface. These and other processes constantly change rock from one type to another. Depending on how rocks are formed, they are classified as sedimentary (layers of sediment cemented together), igneous (melted and cooled, e.g., lava and magma), and metamorphic (changed by heat and pressure).

InvestigateApplyExplain


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4.8 Word sort Rocks and Minerals Kit (Carolina)

Plate Tectonics Globe Kit

Land and Water Kit

The Amazing Earth Model Book

Remarkable Rocks

Fossils (Rigby)

Fossils (Benchmark)

Beneath Earth’s Surface

Volcanoes and Geysers

Volcanoes

Magic School Bus – Inside the Earth

Facts about

Earthquakes

Earthquakes and Tsunamis

Earth Rocks! Book set

Rocks and Minerals book set

Bullet a):B. Draw and label the rock cycle and describe the major processes and rock types involved.

InvestigateDrawLabelDescribe

Observe animated version of the rock cycle on the LCD projector: http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm

Model process with graphic organizer

Act roles of sedimentary, igneous, or metamorphic rock using “Rock cycle” song

Play game of tag by providing name tags. Pass bean bag to different rock and state what causes change to occur

“The Rock Cycle” – ESS – p. 81


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4.8 Graphic organizer

Exit pass

ESS – page 81

C. Compare and contrast the origin of igneous, sedimentary, and metamorphic rocks.


“The Rock Cycle” – p. 81


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4.8 ESS – page 81

D. Identify rock samples (granite, gneiss, slate, limestone, shale, sandstone,

InvestigateIdentify

“Rocky Road” – p. 85


4.8 Student sort

Classification chart

ESS – page 85

http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm



and coal), using a rock classification key. Videostreaming.

Word wall/ word sortsBullet b):E. Make plausible inferences about changes in the Earth over time based on fossil evidence. This includes the presence of fossils of organisms in sedimentary rocks of Virginia found in the Appalachians, Piedmont, and Coastal Plain/Tidewater.

InvestigateInfer

“The Evidence Is In” – p. 73


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4.8 Timeline of fossil ESS – page 73

Bullet c):F. Describe the structure of Earth in terms of its major layers — crust, mantle, and inner and outer cores — and how the Earth’s interior affects the surface.

InvestigateDescribe

Compare the layers of an apple to the layers of the Earth by cutting into the apple.

“The Layers of the Earth” – p. 66


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4.7 Earth Model book – Make model of the layers of the Earth and include information regarding layers.

Flip book with layers of the Earth

ESS – page 66

Bullet d):G. Differentiate among the three types of plate tectonic boundaries (divergent, convergent, and sliding) and how these relate to the changing surface of the Earth and the ocean floor (5.6).

InvestigateDifferentiate

“Plate Tectonics” – p. 69

The Earth Model book – Model movement of plates.


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5.6 “Plate tectonics” – p. 72

Show divergent, convergent, and slide with graham crackers.

The Earth Model book – Cut and move plate tectonics.

Label convergent and divergent, and sliding on model.

ESS – page 69, 72

H. Compare and contrast the origin of earthquakes and volcanoes and how they affect


“Plate Tectonics” – p. 69

The Earth Model book – Model movement

4.7 “Plate tectonics” – p. 72

ESS – page 69, 72

the Earth’s surface. of plates


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Show divergent, convergent, and slide with graham crackers.

The Earth Model book – Cut and move plate tectonics.

Label convergent and divergent, and sliding on model.

Bullet e):I. Design an investigation to locate, chart, and report weathering and erosion at home and on the school grounds. Create a plan to solve erosion problems that may be found.

Investigate*Plan*DesignCreate

Problem/ solution sorting activity – have students then plan their own solution to a problem.

Watershed cleanup activity from Headwater Soil and Conservation


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4.6, 4.1, 5.1 (Plan)

Student plan Sandy Greene

J. Differentiate between weathering and erosion.

InvestigateDifferentiate

Picture sort activity differentiating weathering and erosion


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4.6 T-chart Venn diagram

K. Design an investigation to determine the amount and kinds of weathered rock material found in soil.



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4.6, 4.1, 5.1 (Plan)

Student plan Sandy Greene

Bullet f):L. Describe how people change the Earth’s surface and how negative changes can be controlled.

InvestigateDescribe


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4.8 Narrative – draw pictures or take photos

Sandy Greene

Documents

Suggested Curriculum Framework – Grade€¦ · Web viewScience Pacing – Standard 5.1 week(s) 1-2 The student will plan and conduct investigations in which. rocks, minerals,