Beruflich Dokumente
Kultur Dokumente
Public Schools
Elementary Science
Curriculum Map
Fifth Grade
20132014
Table of Contents
How to Access Curriculum Map Resources on Ideas
Pg. A
Table of Contents
Pg. B
Grade Level District Science Calendar
Pg. C
5th Grade Curriculum Map
Pgs. 1-38
Nature of Science (NOS) Benchmarks
Appendix A
Grade Level Vocabulary List
Appendix B
Inquiry Monday Calendar
Appendix C
Abbreviations used on Curriculum Map
Appendix D
A Sampling of Books referenced as Supplemental
Appendix E
Body Of Knowledge
The Nature of Science
Big Ideas
August 20 August 30
Physical Science
September 3 September 13
September 16 - 20
September 23 October 4
October 7 October 25
October 28 November 8
November 12 November 15
STEM Fair
Physical Science
December 2 December 13
December 16 January 24
Earth Science
January 27 February 14
February 17 March 7
March 17 March 28
Life Science
March 31 April 11
Benchmark Review
April 14 April 25
FCAT 2.0
April 22-25
April 28 May 9
Earth Science
May 12 May 23
Nature of Science
Design Challenge
2 weeks
May 27 June 6
Nature of Science
Big Idea 1: Nature of Science is incorporated throughout Physical, Earth and Life Bodies of Knowledge
5th Grade
Week: August 20-23, 2013
Long Term Investigation: See suggested list in the front of the map.
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.
Inquiry
Monday
Day
Clarification of Task
Big Idea1:
Practice of Science
(Week 1 of 1)
Benchmark:
SC.5.N.1.1 - Define a problem, use appropriate
reference materials to support scientific
understanding, plan and carry out scientific
investigations of various types such as: systematic
observations, experiments requiring the identification
of variables, collecting and organizing data,
interpreting data in charts, tables, and graphics,
analyze information, make predictions, and defend
conclusions.
Supplementary Resources
Connections
AIMS
Magnificent Microworld:
Making Your Own Sets p. 30
The Enormous E: p. 38-44
Key Vocabulary:
AIMS
Chemistry Matters:
Measurement Tool Shop p. VI-XI
5th Grade IDEAS Supplemental
Resource Folder
Balance
Beaker
Graduated Cylinder
Safety
Safety Goggles
Science Notebook
Scientist
Analyze
Safety Scenarios
Safety Scenarios2
Science Safety
IDEAS
Big Idea Question / Essential Question (EQ):
Tuesday: What is a scientist? What is safety in the
Science Lab?
Wednesday and Thursday: What tools do scientists
use to complete investigations?
Friday: Why do we use a science notebook? What
goes in my science notebook?
Assessment
Teacher Background:
Refer to the FCAT Specs to see a
complete list of tools that fifth
graders should be exposed to by
the FCAT. The Specs can be
found under the Science Icon in
IDEAS.
Literature Connections:
myON
Cognitive Complexity:
SC.5.N.1.1 High
5th Grade
Week: August 26-August 30, 2013
District Form 1 Test: August 26-September 6
Long Term Investigation: See suggested list in the front of the map.
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.
Inquiry
Monday
Day
Clarification of Task
Big Idea1:
Practice of Science
Supplementary Resources
Connections
Key Vocabulary:
Observe
Empirical Observations
Infer
Predict
Measure
Communicate
Teacher Background:
Literature Connections:
(Week 1 of 1)
Benchmark:
SC.5.N.1.1 - Define a problem, use appropriate
reference materials to support scientific
understanding, plan and carry out scientific
investigations of various types such as: systematic
observations, experiments requiring the identification
of variables, collecting and organizing data,
interpreting data in charts, tables, and graphics,
analyze information, make predictions, and defend
conclusions.
Cognitive Complexity:
SC.5.N.1.1 High
5th Grade
Week: September 3 -September 6, 2013
District Form 1 Test: August 26-September 6
Long Term Investigation:
Inquiry
Monday
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
9/3- NO SCHOOL- LABOR DAY HOLIDAY
Day
Clarification of Task
Connections
Key Vocabulary:
Light Energy
Mirror (as a tool)
Heat/ Thermal Energy
Sound Energy
Chemical energy
Forms of Energy
Unit Wrap Up
PT p.356X- Go on an energy hunt
Assessment
Supplementary Resources:
IDEAS
Science/ Background PPTS:
-Thermal/Heat
-Electrical
-Mechanical/Chemical
-Sound
Literature Connections:
Max Axiom: Forms of Energy Capstone Press
myON
The Powerful World of Energy
with Max Axiom
Cognitive Complexity:
SC.5.P.10.1 Moderate;
SC.5.N.1.1 High; SC.5.N.1.2 Moderate; SC.5.N.1.5 - Moderate
3
5th Grade
Week: September 9 -September 13, 2013
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Introduction to STEM Fair Logs & Topics (Questions) See Curriculum Map 5th Grade STEM Lesson Folder Week 1 Logs/Questions
Clarification of Task
Big Idea10:
Forms of Energy
(Week 2 of 5)
Benchmark:
SC.5.P.10.1 Investigate and describe some basic forms of
energy, including light, heat, sound, electrical, chemical, and
mechanical.
SC.5.P.10.3 Investigate and explain that an electricallycharged object can attract an uncharged object and can
either attract or repel another charged object without
contact between the objects.
Tuesday
Friday
Assessment
Supplementary Resources:
SI pg. 87
SC.5.N.1.2
SC.5.N.1.1
Unit Wrap-Up
PT p.356y make a web page
about electrical energy
AIMS
Mostly Magnets
Make an Electromagnet p.187-194
Physical Science Grade 5
Energy Connections p. 328-329
HOP
What is the Kissing Balloon? P.410-411
(teacher demonstration)
Connections
Key Vocabulary:
Electrical Energy
Attraction
Demonstrate
Investigation
Electricity
*see Teacher Background
Teacher Background:
For the open inquiry on p.130-131, students should
use question 4 to design their investigation.
Students use p.132-139 Write About an
Investigation to learn how to set-up their open
inquiry investigation. Students use LM p.129-132
to guide and record their investigation.
*See LM p.133-134 for an example of an open
inquiry investigation for teacher use.
The word charge is used in the standard and
should be taught through the hands-on and
reading lessons. Students may need to review the
meanings of attract and repel though they are
taught in 4th grade.
Literature Connections:
myON
The Shocking World of Electricity
with Max Axiom
Ghosts & Atoms by Jodi WheelerToppen - Pg 14-15
Aliens & Energy by Agnieszka
Biskup Chapter 3
The Shocking Truth about Electricity
by Jennifer Swanson p.6-11
Cognitive Complexity:
SC.5.P.10.1 Moderate; SC.5.P.10.3 High; SC.5.P.10.4 - High
SC.5.N.1.2 Moderate; SC.5.N.1.1 High
5th Grade
Week: September 16-September 20, 2013
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
See Curriculum Map 5th Grade STEM Lesson Folder Week 2 Purpose/Research
Clarification of Task
Big Idea11:
Energy transfer and transformations
Benchmark:
SC.5.P.11.1- Investigate and illustrate the fact that the
flow of electricity requires a closed circuit (a complete
loop).
SC.5.P.11.2- Identify and classify materials that
conduct electricity and materials that dont.
Tuesday
Friday
PT Chapter 8
-Lesson 8
-Lesson 9
Assessment
Supplementary Resources:
AIMS
Electrical Connections:
Pathways p. 45-52
Sparkys Light Kit p. 40-44
Circuit Quiz Boards p. 53-57
Conductor or Insulator p.67-73
Grade 5 IDEAS Supplemental Resource
Folder
Complete Circuits
Circuit Boards
Light the Bulb
Circuit Board
Conductor Search
Connections
Key Vocabulary:
Conductor
Insulator
Circuit
Light bulb (as a tool)
Flashlight (as a tool)
Battery (as a tool)
nd
PP (2 Edition)
Batteries Included p.325-344
IDEAS Science/ Background PPT:
-Circuits
- Electricity
Circuit Simulation http://phet.colorado.edu/en/simulation/circ
uit-construction-kit-dc
Teacher Background:
Items do not assess the difference
between parallel and series circuits.
Literature Connections:
myON
The Shocking World of Electricity with
Max Axiom
The Shocking Truth about Electricity by
Jennifer Swanson p.12-15
Conductors & Insulators by Chris Oxlade
p.6-23
Cognitive Complexity:
SC.5.P.11.1 Moderate
SC.5.P.11.2 Moderate
5th Grade
Week: September 23-September 27, 2013
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Hypothesis See Curriculum Map 5th Grade STEM Lesson Folder Week 3 Hypothesis
Clarification of Task
Big Idea10:
Forms of Energy
(Week 3 of 5)
Benchmark:
SC.5.P.10.2 Investigate and explain that energy has
the ability to cause motion or create change.
Tuesday
Friday
SC.5.N.2.1
SC.5.N.1.3
Supplementary Resources:
IDEAS
Science/ Science Olympics:
Marble Coasters- Introduce and
allow time for student design
process .
IDEAS
Science/ Background PPT:
Potential and Kinetic Energy
MPP
Roller Coasters
p. 133-137
AIMS
Physical Science:
Frog Legs
p. 227-239
Teacher Background:
Science Olympics Marble
Coasters activity should be
completed several times by midOctober. See Science Olympics
Handbook for more information
about competition dates.
Assessment
Connections
Key Vocabulary:
Kinetic energy
Potential Energy
Mechanical Energy
Motion
Literature Connections:
Roller Coaster - Marla Frazee
Cognitive Complexity:
SC.5.P.10.2 High
SC.5.N.2.1 Moderate; SC.5.N.1.3 - Moderate
5th Grade
Week: September 30 October 4, 2013
Long Term Investigation:
Inquiry
Monday
Day
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Topic: Materials See Curriculum Map 5th Grade STEM Lesson Folder Week 4 Materials
Clarification of Task
Big Idea10:
Forms of Energy
(Week 4 of 5)
Benchmark:
SC.5.P.10.2 Investigate and explain that energy has
the ability to cause motion or create change.
Tuesday
Friday
Connections
Key Vocabulary:
Kinetic energy
Potential Energy
Mechanical Energy
Motion
Teacher Background:
Literature Connections:
SC.5.N.2.1
SC.5.N.1.3
Assessment
Supplementary Resources:
IDEAS
Science/ Science Olympics:
Marble Coasters-
Cognitive Complexity:
SC.5.P.10.2 High
SC.5.N.2.1 Moderate;
SC.5.N.1.3 - Moderate
5th Grade
Week: October 7-October 11, 2013
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Variables
See Curriculum Map 5th Grade STEM Lesson Folder Week 5 Variables
Clarification of Task
Big Idea10:
Forms of Energy
(Week 5 of 5)
Benchmark:
SC.5.P.10.2 Investigate and explain that energy
has the ability to cause motion or create change.
Tuesday
Friday
SC.5.N.2.1
SC.5.N.1.3
Assessment
-AH Chapter 7
-Probe Vol.2 Ice Cold Lemonade p.77
-Probe Vol.3 Rolling Marbles p.71
-Diagram and label points of kinetic and potential energy in marble coaster
diagrams
Supplementary Resources:
IDEAS - Science/ Background PPT:
Potential and Kinetic Energy
AIMS
Physical Science Grade 5:
Frog Legs
p. 227-239
Connections
Key Vocabulary:
Kinetic Energy
Energy of Motion
Potential Energy
Mechanical Energy
Motion
Ruler/Meter stick (as a tool)
Teacher Background:
Students should have had
multiple opportunities to design,
build and test their coaster
designs during LDC weeks.
School registration with Grade
Level winners names due by
October 17th. See Science
Olympics Handbook for more
information about competition
dates.
This week should focus on
mechanical energy, kinetic and
potential energy not related to
roller coasters.
Literature Connections:
MyON
Aliens & Energy by
Agnieszka Biskup
p. 8-9 Kinetic/Potential
Energy
Cognitive Complexity:
SC.5.P.10.2 High;
SC.5.N.2.1 Moderate; SC.5.N.1.3 - Moderate
5th Grade
Week: October 14-October 18, 2013
Long Term Investigation:
Inquiry
Monday
Day
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Topic: Step by Step directions See Curriculum Map 5th Grade STEM Lesson Folder Week 6 Step by Step
Clarification of Task
Big Idea13:
Forces and Changes in Motion
SI Pg. 85
(Week 1 of 2)
Benchmark:
SC.5.P.13.1- Identify familiar forces that cause objects
to move, such as pushes or pulls, including gravity
acting on objects.
Tuesday
Friday
PT Chapter 6
-Lesson 3
Chapter 6, Lesson 7 (SI p.110113)
PT Chapter 6
-Lesson 4
-Lesson 5
-Lesson 9
Assessment
Supplementary Resources:
IDEAS
Science/ Background PPT:
-Gravity
-Friction
PP (1st edition)
Sheep in a Jeep
Part D- Sheep Belts p. 195
Connections
Key Vocabulary:
Force
Motion
Gravity
Friction
Stopwatch (as a tool)
Spring Scale (as a tool)
Raceway to Science
Teacher Background:
See Formidable Forces p.343344 in the AIMS 5th Grade
Physical Science book for
background on types of forces.
Literature Connections:
Max Axiom: Forces and Motion
Capstone Press
Newbridge Big Book
Force and Motion
MyON
The Case of the Soda Explosion by
Darlene R Stille
Mystery 8 On a Collision Course
Mass and Weight by Barbara A
Summerville
Mass, force, and motion p.6
The Gripping Truth about Forces and
Motion by Agnieszka Biskup P. 1-22
Zombies and Forces and Motion by Mark
Weakland
Cognitive Complexity:
SC.5.P.13.1 Low; SC.5.P.13.2 Moderate;
SC.5.P.13.3 - Moderate
SC.5.N.1.6 - Moderate; SC.5.N.2.1 - Moderate
9
5th Grade
Week: October 22-October 25, 2013
Long Term Investigation:
Inquiry
Monday
Day
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
PT Science in a Snap
p. T262-263
(Week 2 of 2)
Tuesday
Thursday
Supplementary Resources:
IDEAS
Science/ Background PPT:
-Newtons 3 Laws of Motion
Benchmark:
SC.5.N.1.6
PT Chapter 6
-Lesson 8
Unit Wrap-Up
Make a Movie about Motion
T356W
AIMS
Physical Science grade 2:
Lid Skid p. 343-347
Connections
Key Vocabulary:
Force
Balanced Forces
Unbalanced Forces
Explain
Illustrate
AIMS
Physical Science grade 5:
Formidable Forces p. 343
Sling Shot Sedans p. 377-383
Bumper Cars p. 385-396
Teacher Background:
Literature Connections:
myON
A Crash Course in Forces and
Motion with Max Axiom
Assessment
Cognitive Complexity:
SC.5.P.13.4 High
SC.5.N.1.6 - Moderate
10
5th Grade
Week: October 28-November 1, 2013
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
See Curriculum Map 5th Grade STEM Lesson Folder Week 7 Data Collection
Clarification of Task
Big Idea8:
Properties of Matter
(Week 1 of 3)
Benchmark:
SC.5.P.8.1-Compare and contrast the basic properties
of solids, liquids, and gases such as mass, volume,
color, texture and temperature.
PT Chapter 5
-Lesson 2
-Lesson 3 p. 206-209
Supplementary Resources:
AIMS
Chemistry Matters:
Its a Matter of Stuff and Space
p. 11-21
AIMS
Floaters and Sinkers:
Massive Boxes p.142-146
AIMS
Physical Science grade 5:
It Appears to Disappear p. 153
Connections
Key Vocabulary:
Matter
Mass
Volume
Gram Masses
Classify
Compare & Contrast
Identify
SC.5.N.2.2
Tuesday
Friday
Teacher Background:
Literature Connections:
myON
Assessment
Cognitive Complexity:
SC.5.P.8.1 Moderate;
SC.5.N.2.2 Moderate
11
5th Grade
Week: November 4- November 8, 2013
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
See Curriculum Map 5th Grade STEM Lesson Folder Week 8 Data Collection
Clarification of Task
Big Idea8:
Properties of Matter
PT Chapter 5
-Lesson 3 p. 210-211
(Week 2 of 3)
SI p. 84
Benchmark:
Tuesday
Friday
PT Chapter 5
-Lesson 4
Supplementary Resources:
HOP
What Are Mixtures and
Solutions? p. 17
How Can You Separate a Mixture
of Salt and Pepper? p.19
AIMS
Chemistry Matters:
Messing With Mixtures p. 49-57
Grade 5 IDEAS Supplemental
Resource Folder
Molecule Motion
AIMS
Physical Science Grade 5:
Mixed up Matter p. 125-132
Mix it Up Flip Book p. 123-124
Sweet Sensations p. 133-141
A sorted Mixture p. 143-149
Small Parts p. 151-152
Teacher Background:
When completing the Molecule
Motion make sure that you keep
the same number of particles.
Assessment
Connections
Key Vocabulary:
Atom
Atomic Theory
Magnification
Mixtures
Magnetic Attraction
Literature Connections:
MyON
Ghosts & Atoms by Jodi WheelerToppen p.4-5 & p.26-27
The Solid Truth about Matter by
Mark Weakland p.22-27
Werewolves and States of Matter by
Janet Slingerland Chapter 3
Cognitive Complexity:
SC.5.P.8.3 Moderate;
SC.5.P.8.4 Low
12
5th Grade
Week: November 12- November 15, 2013
STEM FAIR
Day
Clarification of Task
Supplementary Resources
For Variables students may
use the terminology:
Things I kept the sameControlled/ Constant
Things that I changed on
purposeManipulated/Independent
Things I measuredResponding/Dependent
Teacher Background:
Connections
Key Vocabulary:
STEM Fair Log
Testable Question
Hypothesis
Variables
Constant/Controlled
Responding/Dependent
Manipulated/Independent
Step By Step Directions
Data
Graph
Conclusion
Control Group
Experiment
Literature Connections:
13
5th Grade
Week: November 18- November 22, 2012
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Display See Curriculum Map 5th Grade STEM Lesson Folder Week 10 Display.
Clarification of Task
Big Idea8:
Properties of Matter
(Week 3 of 3)
Benchmark:
Tuesday
Thursday
PT Chapter 5
-Lesson 5
-Lesson 7
PT Chapter 5
Explore on Your Own
Whats the Matter?
T244a-T244h
Supplementary Resources:
Rising to the Challenge Primary:
Observe Matter
p. 75-77
HOP
How does temperature affect
solubility? p. 54-56
Connections
Key Vocabulary:
Dissolve
Solution
Testable
Trials
AIMS
Physical Science grade 5:
Does it Dissolve p. 99-105
Grade 5 IDEAS Supplemental
Resource Folder
Literature Connections:
MyON
The Solid Truth about Matter by
Mark Weakland p.22-27
Werewolves and States of
Matter by Janet Slingerland
Chapter 4
Cognitive Complexity:
SC.5.P.8.2 High;
SC.5.N.1.1 - High
14
5th Grade
Week: December 2- December 6, 2013
District Form 2 Test: December 2 - December 13
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
"What is the Design Process?" See Curriculum Map 5th Grade Design Challenge Folder
Clarification of Task
Big Idea 9:
Changes in Matter
PT Chapter 5
-Lesson 6
(Week 1 of 2)
Benchmark:
SC.5.P.9.1- Investigate and describe that many
physical and chemical changes are affected by
temperature.
Tuesday
Friday
Supplementary Resources:
IDEAS/ Science Icon/
Background PPT
-Chemical Changes Power point
AIMS
Physical Science Grade 5:
Mixed Reactions p. 85-97
Grade 5 IDEAS Supplemental
Resource Folder
Physical or Chemical
CO2 Surprise
A Must for Rust
Physical & Chemical Changes: A
Story
Substances Dealing With Heat
Teacher Background:
9.1 is covered over a two-week
period.
Connections
Key Vocabulary:
Chemical Change
Physical Change
Evaporation
Condensation
Investigate
Literature Connections:
Pancakes, Pancakes Eric Carle
myON
The Dynamic World of Chemical
Reactions with Max Axiom
Werewolves and States of Matter by
Janet Slingerland
Chapter 5
The Solid Truth about Matter by
Mark Weakland p.18-19
Assessment
-AH p.43-46
- Probe Vol. 4 Burning Paper p. 23
Cognitive Complexity:
SC.5.P.9.1 - High
15
5th Grade
Week: December 9- December 13, 2013
District Form 2 Test: December 2 - December 13
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Building a Structure - week 1 See Curriculum Map 5th Grade Design Challenge Folder; Structures
Clarification of Task
Big Idea 9:
Changes in Matter
PT Chapter 5
-Lesson 9
-Lesson 10
(Week 2 of 2)
Benchmark:
SC.5.P.9.1- Investigate and describe that many
physical and chemical changes are affected by
temperature.
Tuesday
Friday
Supplementary Resources:
PP (1st edition)
Chemical Change Caf:
Pancakes, Pancakes p. 224-228
Unit Wrap Up
PT p.356V- Collect and Display
different forms of matter
AIMS
Chemistry Matters
Change Matters p. 118-127
Connections
Key Vocabulary:
Chemical Change
Physical Change
Evaporation
Condensation
AIMS
Physical Science grade 5:
Micro Muffins p. 173
Physical and Chemical Changes
p. 165-166
Teacher Background:
Literature Connections:
Pancakes, Pancakes - Eric Carle
myON
The Dynamic World of Chemical
Reactions with Max Axiom
Cognitive Complexity:
SC.5.P.9.1 - High
16
5th Grade
Week: December 16- December 20, 2013
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Building a Structure - week 2 See Curriculum Map 5th Grade Design Challenge Folder; Structures
Clarification of Task
Big Idea7:
(Week 1 of 4)
Wednesday
Friday
Benchmark:
SC.5.E.7.1 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 and forth from one state to another.
SC.5.E.7.2 Recognize that the ocean is an integral part of
the water cycle and is connected to all of Earths water
reservoirs via evaporation and precipitation process
SC.5.E.7.4 Distinguish among the various forms of
precipitation (rain, snow, sleet, and hail), making
connections to the weather in a particular place and time.
ET Chapter 4
-Lesson 4
ET Science in a Snap T162-163
SC.5.N.1.2
SC.5.N.1.5
Big Idea Question / Essential Question (EQ):
What changes can you observe in the steps of the
water cycle?
How does the water cycle connect all forms of water
on the Earth?
How do different forms of precipitation compare?
When and where do different forms of precipitation
occur?
Assessment
Supplementary Resources:
Connections
Key Vocabulary:
Water cycle
Evaporation
Condensation
Precipitation
Runoff
Recognize
*see Teacher Background
Teacher Background:
The terms groundwater and
reservoir should be taught in
the context of the lessons.
Literature Connections:
Magic School Bus Gets Wet all Over. By
Joanna Cole
Water Dance by Thomas Locker
A Drop Around the World by Barbara
McKinney
MyON
The Case of the Soda Explosion by Darlene R
Stille - Mystery 9 On Empty
The Water Cycle by Craig Hammersmith
Water Up, Down and All Around by Natalie
M Rofinsky
Cognitive Complexity:
SC.5.E.7.1 High; SC.5.E.7.2 - Moderate; SC.5.E.7.4 High;
SC.5.N.1.2 - Moderate; SC.5.N.1.5 Moderate
17
5th Grade
Week: January 6- January 10, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Building a Structure - week 3 See Curriculum Map 5th Grade Design Challenge Folder; Structures
Clarification of Task
Big Idea7:
ET Chapter 4
-Lesson 2
(Week 2 of 4)
ET Chapter 4
-Lesson 3
-Lesson 5 (T164-T165)
Chapter 4 Lesson 9 (SI p.66-69)
SI pg. 45
Supplementary Resources:
AIMS
Weather Sense Temperature,
Air Pressure, and Wind
Wind Ways p. 122-127
Just Gust p. 128-132
Its a Breeze p. 114-121
Grade 5 IDEAS Supplemental
Resource Folder
Weather Winners
Weather Instruments
SWFWMD WaterWeb
Weather
http://www.swfwmd.state.fl.us/
publications/files/waterweb_we
ather.pdf
Feeling the Pressure An
Engineering Design Challenge (click
on Lesson Content)
http://www.cpalms.org/Resources
/PublicPreviewResource32082.aspx
Teacher Background:
This week should focus on
measuring weather conditions
and tools.
Additional lessons available in
the Grade 5 IDEAS supplemental
resource folder.
Assessment
-Create a 5 Door foldable with the components of weather and the tool used to
measure it
Connections
Key Vocabulary:
Weather
Thermometer (Celsius, Fahrenheit)
Anemometer
Wind Vane
Hygrometer
Barometer
Rain Gauge
Humidity
Air Pressure (barometric)
Wind Direction
Wind Speed
Literature Connections:
MyON
Forecasting Weather by Terri
Sievert
Cognitive Complexity:
SC.5.E.7.3 Moderate;
SC.5.N.1.2 Moderate; SC.5.N.1.1 High
18
5th Grade
Week: January 13- January 17, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Building a Structure - week 4 See Curriculum Map 5th Grade Design Challenge Folder; Structures
Clarification of Task
Big Idea7:
ET Chapter 4
-Lesson 5 (T166-169)
-Lesson 7
(Week 3 of 4)
Benchmark:
SC.5.E.7.3 Recognize how air temperature,
barometric pressure, humidity, wind speed and
direction, and precipitation determine the weather in
a particular place and time.
Tuesday
Thursday
SC.5.N.1.2
SC.5.N.1.1
Supplementary Resources:
LM 75-78
NG Explore on Your Own:
Hurricane Hunters
Teacher Background:
This week should focus on
weather patterns and clouds
Cumulus Stratus
Cirrus Stratus
Students will need to be familiar
with these types of clouds as
they relate to weather.
Connections
Key Vocabulary:
Weather
Humidity
Front
Air Pressure (barometric)
Wind Direction
Wind Speed
Cumulus
Cumulonimbus
Stratus
Cirrus
Literature Connections:
MyON
Fluffy, Flat, and Wet A Book
About Coulds by Dana
Meachen Rau
Clouds by Erin Edison
Cognitive Complexity:
SC.5.E.7.3 Moderate;
SC.5.N.1.2 Moderate; SC.5.N.1.1 High
19
5th Grade
Week: January 22- January 24, 2014
Inquiry
Monday
Day
ET Chapter 4
-Lesson 6
(Week 4 of 4)
Benchmark:
SC.5. E.7.5 Recognize that some of the weatherrelated differences, such as temperature and
humidity, are found among different environments,
such as swamps, deserts, and mountains.
Tuesday
Friday
Assessment
Supplementary Resources:
HOE
How Does the Nature of The Earths
Surface Affect Atmospheric
Temperature? p. 212-213
How DO Mountains Affect Yearly
Rainfall? p. 214-215
Grade 5 IDEAS Supplemental Resource
Folder
Climate PowerPoint
NASA: Our World
What is Weather? eClips
http://www.nasa.gov/audience/foreduc
ators/nasaeclips/search.html?terms=&ca
tegory=1000
AIMS
Weather Sense Temperature, Air
Pressure, and Wind
On Location p. 51-58
Nationwide Highs p. 69-73
Heat Bands p. 74-79
National Geographic Online
Weather Complaints
http://www.nationalgeographic.com/xp
editions/lessons/08/g35/extremeweathe
r.html
Teacher Background:
Connections
Key Vocabulary:
Climate Zones
-Temperate Zone
-Tropical Zone
-Polar Zone
Elevation
Latitude
Swamp
Mountain
Desert
Topographical Map (as a tool)
Literature Connections:
Treasures, Grade 5: Unit 2
Seasons in the Tropics TE p.222225
Treasures Leveled Reader
Dynamic Earth
Cognitive Complexity:
SC.5. E.7.5 Moderate; SC.5. E.7.6 High; SC.5.N.2.2 - Moderate
SC.5.N.1.1, - High; SC.5.N.1.6 - Moderate; SC.5.N.2.1 - Moderate
20
5th Grade
Week: January 27- January 31, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Gravity- week 1 See Curriculum Map 5th Grade Design Challenge Folder; Gravity
Clarification of Task
Big Idea 5:
ET Chapter 3
-Lesson 3
(Week 1 of 3)
Benchmark:
SC.5. E.5.1 Recognize that a galaxy consists of gas,
dust, and many stars. Identify our home galaxy as the
Milky Way.
Tuesday
Friday
Supplementary Resources:
The Space Place
http://spaceplace.nasa.gov/
NASA Our World Seeing Stars eClips
Video
http://www.nasa.gov/audience/foreduc
ators/nasaeclips/search.html?terms=&ca
tegory=1000
www.solarsystem.nasa.gov
www.stellarium.org
Connections
Key Vocabulary:
Star
Universe
Galaxy
Milky Way
Solar System
Define
AIMS
Out of This World:
Our Awesome Milky Way Galaxy Rubber
band book p. 187-189
Earth Science grade 5:
Generating Galaxies p. 17-25
Star Child: Solar System
http://starchild.gsfc.nasa.gov/docs/StarC
hild/solar_system_level1/planets.html
Grade 5 IDEAS Supplemental Resource
Folder
Galaxies
Teacher Background:
Literature Connections:
MyON
The Milky Way by Martha E.H.
Rustad
"The Milky Way, Our Home"
Highlights by Tony Helies
Assessment
Cognitive Complexity:
SC.5. E.5.1 Low
21
5th Grade
Week: February 3- February 6, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Gravity- week 2 See Curriculum Map 5th Grade Design Challenge Folder; Gravity
Clarification of Task
Big Idea 5:
Supplementary Resources:
AIMS
Out of This World:
ET Chapter 3
-Lesson 5
-Lesson 6
(Week 2 of 3)
Benchmark:
Tuesday
Friday
Solar System
Planet Song:
http://kids.nationalgeographic.com/kids/
stories/spacescience/planet-song/
HOE
SC.5.N.1.2
SC.5.N.1.5
Big Idea Question / Essential Question (EQ):
Assessment
Connections
Key Vocabulary:
Sun
Planet
Moon
Globe
Hemisphere
Model
Teacher Background:
PLANNING NOTE:
Benchmarks SC.5.E.5.2 and SC.5.E.5.3
will be covered for2 weeks.
Literature Connections:
myON
Cognitive Complexity:
SC.5.E.5.2 Moderate; SC.5. E.5.3 High;
SC.5.N.1.2 Moderate; SC.5.N.1.5 Moderate
22
5th Grade
Week: February 10- February 14, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Gravity- week 3 See Curriculum Map 5th Grade Design Challenge Folder; Gravity
Clarification of Task
Big Idea 5:
ET Chapter 3
-Lesson 7
-Lesson 10
-Lesson 11
(Week 3 of 3)
Supplementary Resources:
Benchmark:
Tuesday
Friday
SC.5.N.1.1
Teacher Background:
Big Idea Question / Essential Question (EQ):
What are the common characteristics of all planets?
How are the inner and outer planets different?
How are the following objects different: sun, planets,
moons, asteroids, and comets?
How is Earth positioned in the solar system?
Assessment
Connections
Key Vocabulary:
Comet
Asteroid
Distinguish
Refernce Tools
Literature Connections:
MyON
Space Leftovers by Denise
Shea
Cognitive Complexity:
SC.5.E.5.2 Moderate; SC.5. E.5.3 High;
SC.5.N.1.1 High
23
5th Grade
Week: February 17- February 21, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Gravity- week 4 See Curriculum Map 5th Grade Design Challenge Folder; Gravity
Clarification of Task
Big Idea14:
LT Chapter 2
-Lesson 2
-Lesson 3
-Lesson 4
(Week 1 of 3)
Benchmark:
SC.5.L.14.1 - Identify the organs in the human body
and describe their functions, including the skin, brain,
heart, lungs, stomach, liver, intestines, pancreas,
muscles and skeleton, reproductive organs, kidneys,
bladder, and sensory organs.
Tuesday
Friday
HOL
What do our Bones do for Us? p.
250
What is your Lung Capacity? p.
242
How does an Apple Skin Protect
the Apple? p. 244
Connections
Key Vocabulary:
Organ
Skeleton / Bone
Muscles
Skin
NOS
(SC.5.N.1.5, SC.5.N.1.1)
Big Idea Question / Essential Question (EQ):
What are human body organs and what do they
do?
Assessment
Supplementary Resources:
Grade 5 IDEAS Supplemental
Resource Folder
Lung Power
Teacher Background:
Literature Connections:
myON
Cognitive Complexity:
SC.5.L.14.1 Moderate;
SC.5.N.1.5 Moderate; SC.5.N.1.1- High
24
5th Grade
Week: February 24 February 28, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Space- week 1 See Curriculum Map 5th Grade Design Challenge Folder; Space
Clarification of Task
Big Idea14:
TL Chapter 2
-Lesson 5
-Lesson 6
(Week 2 of 3)
Supplementary Resources:
AIMS
Jaw Breakers and Heart
Thumpers:
Ive Got Rhythm p.42-46
Life Science Grade 5
Digestion Details p.67-77
From Head to Toe:
How Does Your Heart Rate? P.
55-63
SI Science in a Snap p. 7
Benchmark:
SC.5.L.14.1 - Identify the organs in the human body
and describe their functions, including the skin, brain,
heart, lungs, stomach, liver, intestines, pancreas,
muscles and skeleton, reproductive organs, kidneys,
bladder, and sensory organs.
Tuesday
Friday
SC.5.N.1.4
SC.5.N.1.1
SC.5.N.1.3
TL Chapter 2
-Lesson 11
Assessment
Connections
Key Vocabulary:
Heart
Lungs
Stomach
Liver
Intestines (large, small)
Pancreas
Kidney
Bladder
Brain
Skin
Sensory Organs
Literature Connections:
A Journey Through the Digestive System
with Max Axiom
Human Organs by Kristi Lew
A Tour of Your Circulatory System by
Karen Ballen
The Human Head by Kathy Allen
The Human Skeleton by Jody Sullivan
Rake
Human Muscles by Jodi WheelerToppen, Ph.D
Cognitive Complexity:
SC.5.L.14.1 Moderate;
SC.5.N.1.4 Moderate; SC.5.N.1.1, - High;
SC.5.N.1.3 - Moderate
25
5th Grade
Week: March 3 March 7, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Space- week 2 See Curriculum Map 5th Grade Design Challenge Folder; Space
Clarification of Task
Big Idea14:
LT Chapter 2
-Lesson 7
-Lesson 8
-Lesson 10
(Week 3 of 3)
Supplementary Resources:
AIMS
Budding Botanist:
Herb & Woody p. 92-97
Connections
Key Vocabulary:
Exoskeleton
Tuesday
Friday
Benchmark:
SC.5.L.14.2 - Compare and contrast the function of
organs and other physical structures of plants and
animals, including humans, for example: some
animals have skeletons for support -- some with
internal skeletons others with exoskeletons -- while
some plants have stems for support.
Big Idea Question / Essential Question (EQ):
What are the major parts of plants and their
functions?
AIMS
Life Science Grade 5
Planimals p.243-255
Teacher Background:
MyON
AH Ch 2 Test
Assessment
Literature Connections:
Cognitive Complexity:
SC.5.L.14.2 Moderate
26
5th Grade
Week: March 17- March 21, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Space- week 3 See Curriculum Map 5th Grade Design Challenge Folder; Space
Clarification of Task
Big Idea15:
(Week 1 of 2)
Benchmark:
SC.5.L.15.1 - Describe how, when the environment
changes, differences between individuals allow some
plants and animals to survive and reproduce while
others die or move to new locations.
Tuesday
Friday
Supplementary Resources:
Grade 5 IDEAS Supplemental
Resource Folder
Beezles and Bubs
Living Links
LT Chapter 1
-Lesson 7
LT What is Life Science? P. T6-T7
LT Chapter 1
-Lesson 2 p. T6-T7
Connections
Key Vocabulary:
Environment
Diversity
Defend (as a process skill)
AIMS
Field Detectives:
I Need My Space p. 115- 121
Food Fight
http://www.brainpop.com/gam
es/foodfight/
See Science Database Lessons
Teacher Background:
Literature Connections:
MyON
Assessment
Cognitive Complexity:
SC.5.L.15.1 High
27
5th Grade
Week: March 24 March 28, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Space- week 4 See Curriculum Map 5th Grade Design Challenge Folder; Space
Clarification of Task
Big Idea15:
Supplementary Resources:
LT Chapter 1
-Lesson 11
-Lesson 5
Project Wild:
Oh Deer pgs. 36-40
What Bear Goes Where p. 118119
Who Fits Here? p. 64-65
(Week 2 of 2)
Benchmark:
SC.5.L.15.1 - Describe how, when the environment
changes, differences between individuals allow some
plants and animals to survive and reproduce while
others die or move to new locations.
Tuesday
Friday
Connections
Key Vocabulary:
Reproduce
Describe
Literature Connections:
MyON
The Case of the Soda Explosion by
Darlene R Stille Mystery 7 Heard of the
Bird?
Polar Bears Search for Ice: A Cause and
Effect Investigation by Gillia M. Olson
Prairie Storms by Darcy Pattison
Giant Pandas in a Shrinking Forest: A
Cause and Effect Investigation by Kathy
Allen
Cognitive Complexity:
SC.5.L.15.1 High
28
5th Grade
Week: March 31 April 4, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Plants- week 1 See Curriculum Map 5th Grade Design Challenge Folder; Plants
Clarification of Task
Big Idea17:
Interdependence
LT Chapter 1
-Lesson 3
(Week 1 of 2)
Benchmark:
SC.5.L.17.1 - Compare and contrast adaptations
displayed by animals and plants that enable them to
survive in different environments such as life cycles
variations, animal behaviors and physical
characteristics.
Tuesday
Friday
Assessment
SC.5.N.1.5
SC.5.N.1.1
Big Idea Question / Essential Question (EQ):
How do organisms adaptations help them to survive
in different environments?
Supplementary Resources:
HOL
How Do Adaptations Affect
Where Animals Live? p.6-7
What Happens to Camouflage
When the Environment
Changes? p. 19-21
How Important Is your Thumb?
p. 28-29
Connections
Key Vocabulary:
Adaptation
Behavior
Instinct
Learning
Habit
Communication
Teacher Background:
Literature Connections:
MyON
Cognitive Complexity:
SC.5.L.17.1 Moderate;
SC.5.N.1.5 - Moderate;
SC.5.N.1.1 - High
29
5th Grade
Week: April 7- April 11, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just on Mondays.
Inquiry
Monday
Day
Topic: Plants- week 2 See Curriculum Map 5th Grade Design Challenge Folder; Plants
Clarification of Task
Big Idea17:
Interdependence
LT Chapter 1
-Lesson 4
(Week 2 of 2)
Supplementary Resources:
PP (1st edition)
Close Encounters of the
Symbiotic Kind p. 137-160
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.2.1
Big Idea Question / Essential Question (EQ):
How do organisms adaptations help them to survive
in different environments?
LT Chapter 1
-Lesson 6
-Lesson 10
Chapter 2 Lesson 12 (SI p.28-37)
Teacher Background:
Connections
Key Vocabulary:
Adaptation
Behavior
Instinct
Learning
Habit
Communication
Physical Characteristics
Literature Connections:
Weird Friends Jose Aruego & Ariane Dewey
Who Eats What? Food Chains and Food Webs
Patricia Lauber
Max Axiom: Adaptations - Capstone Press
MyON
Adaptation and Survival by Robert Snedden
Surviving Death Valley: Desert Adaptation by
Pamela Dell
Desert Animal Adaptations by Julie Murphy
Ocean Animal Adaptations by Julie Murphy
Polar Animal Adaptations by Lisa J Amstatz
Rain Forest Adaptations by Lisa J Amstatz
Camouflage and Mimicry: Animal Weapons
and Defenses by Janet Rienecky
Journey into Adaptation with Max Axiom
Cognitive Complexity:
SC.5.L.17.1 Moderate;
SC.5.N.1.4 - Moderate; SC.5.N.1.1 - High; SC.5.N.2.1 Moderate
30
5th Grade
April 14 - April 17, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.
Inquiry
Monday
Day
Topic: Plants- week 3 See Curriculum Map 5th Grade Design Challenge Folder; Plants
Clarification of Task
(Week 1 of 2)
Review for FCAT
See suggestions below
Supplementary Resources:
Connections
Teacher Background:
Literature Connections:
Chapter Reviews
Explore On Your Own Readers
Go to IDEAS
1. Elementary Science and Health Folder
2. Curriculum materials
3. 5th grade
4. Data Chat materials
Tuesday
Friday
Go to IDEAS
1. Elementary Science and Health Folder
2. New Teacher Info.
(Centers and games will be available for practice.)
Go to IDEAS
1. Elementary Science and Health Folder
2. Jeopardy games
5th Grade review of Aug.-Oct.
Science Vocabulary
5th Grade Life
5th Grade Earth Science
Grade 5 Force and Motion
Grade 5 Earth and Space
Human Body Jeopardy Game
Cognitive Complexity:
Assessment
31
5th Grade
April 21- April 25, 2014
FCAT WEEK (Reading & Science)
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.
Inquiry
Monday
Day
Topic: Plants- week 4 See Curriculum Map 5th Grade Design Challenge Folder; Plants
Clarification of Task
(Week 2 of 2)
Supplementary Resources:
Connections
Teacher Background:
Literature Connections:
Chapter Reviews
Go to IDEAS
1. Elementary Science and Health Folder
2. Curriculum materials
3. 5th grade
4. Data Chat materials
Tuesday
Friday
Go to IDEAS
1. Elementary Science and Health Folder
2. New Teacher Info.
(Centers and games will be available for practice.)
Go to IDEAS
1. Elementary Science and Health Folder
2. Jeopardy games
5th Grade review of Aug.-Oct.
Science Vocabulary
5th Grade Life
5th Grade Earth Science
Grade 5 Force and Motion
Grade 5 Earth and Space
Human Body Jeopardy Game
FCAT Science Test April 23-24
Cognitive Complexity:
Assessment
32
5th Grade
Week: April 28- May 2, 2014
FCAT WEEK (Math)
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.
Inquiry
Monday
Day
Topic: Animals- week 1 See Curriculum Map 5th Grade Design Challenge Folder; Animals
Clarification of Task
Big Idea17:
Supplementary Resources:
ET: Lesson 11
Become an Expert
NOAA online
www.nssl.noaa.gov/edu/lessons
National Severe Storms
Laboratory
(Week 1 of 2)
Benchmark:
SC.5.E.7.7 - Design a family preparedness plan for
natural disasters and identify the reasons for having
such a plan.
Big Idea Question / Essential Question (EQ):
How and why do you plan for a natural disaster?
Tuesday
Friday
Connections
Key Vocabulary:
Humidity
Evaporation
Climate
Weather
Front
Water Cycle
Design
AIMS
Earth Book
Hurricane pgs.354-371
Teacher Background:
Literature Connections:
www.disastercenter.com/guide/
hurricane.html
Use this week to create
preparedness plans for
Hurricanes since this is what our
kids are most likely to
experience.
Additional Preparedness plans
are scheduled for next week.
Assessment
Cognitive Complexity:
SC.5.E.7.7 - Moderate
33
5th Grade
Week: May 5- May 9, 2014
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.
Inquiry
Monday
Day
Topic: Animals- week 2 See Curriculum Map 5th Grade Design Challenge Folder; Animals
Clarification of Task
Big Idea17:
Supplementary Resources:
Connections
Key Vocabulary:
Teacher Background:
Literature Connections:
www.disastercenter.com/guide/
hurricane.html
Assessment
Student Presentation
Cognitive Complexity:
SC.5.E.7.7 - Moderate
34
5th Grade
Week: May 12 May 16, 2014
Design Challenges
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.
Inquiry
Monday
Day
Topic: Animals- week 3 See Curriculum Map 5th Grade Design Challenge Folder; Animals
Design Challenges to Choose From
(Week 1 of 2)
Design Challenge lesson can be found on IDEAS listed under the fifth grade NOS and design challenge folder on the science icon. These challenges are
scheduled for two weeks.
Touchdown
Benchmark: SC.5.N.1.1
Big Idea Question / Essential Question (EQ):
How can you design and build a device that will absorb the shock when astronauts return from space?
Tuesday
Friday
Overview:
Students will design and build a shock absorbing system that will protect two astronauts when they land. They will design and construct a shock-absorbing
system out of paper, straws, and Mini-marshmallows. They will construct a shock absorber to attach to a cardboard platform and they will evaluate and prove
their design based on testing results.
Link:
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/OTM_Touchdown.html
Pop Can Hero Engine
Benchmarks: SC.5.P.13.1, SC.5.N.1.1
Big Idea Question / Essential Question (EQ):
How can you design a way, by placing holes in a can of soda in such a way that it will spin the most number of times?
Overview:
Students will be given a challenge to design a way to place holes in a can of soda in such a way that it will spin the most number of times. Students document
their designs with sketches and written descriptions. The will compile on to a poster and present to the class.
SAFETYTeachers will make holes in the can after the students present where they will like them.
Assessment
Cognitive Complexity:
SC.5.N.1.1 High;
SC.5.P.13.1 Low
35
5th Grade
Week: May 19 - May 23, 2014
Design Challenges
Long Term Investigation:
Inquiry
Monday
Day
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.
Topic: Animals- week 4 See Curriculum Map 5th Grade Design Challenge Folder; Animals
Design Challenges to Choose From
Design Challenge lesson can be found on IDEAS listed under the fifth grade NOS and design challenge folder on the science icon. These challenges are
scheduled for two weeks.
X-Planes Flying High
Benchmarks: SC.5.P.13.1, SC.5.N.1.1
Big Idea Question / Essential Question (EQ):
How can you build an X-plane from Styrofoam and a paperclip that will glide through the air for the farthest distance in a straight line?
Overview:
The students will: Build a glider. Gain an understanding of the forces that allow planes to fly. Learn how to change flight characteristics of a glider.
Tuesday
Friday
Assessment
Cognitive Complexity:
SC.5.N.1.1 High;
SC.5.P.10.1, - Moderate; SC.5.P.10.2 High;
SC.5.P.13.1 Low; SC.5.P.13.3 Moderate; SC.5.P.13.4 - High
36
5th Grade
Week: May 27- May 30, 2014
Year End Culminating Project
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.
Inquiry
Monday
Day
Tuesday
Friday
Supplementary Resources:
Connections
Teacher Background:
Literature Connections:
Cognitive Complexity:
Assessment
37
5th Grade
Week: June 2 June 6, 2014
Year End Culminating Project
Long Term Investigation:
*Long term investigations can take more than 1 week and should be ongoing. Data should be collected on all days and not just Monday.
Inquiry
Monday
Day
Tuesday
Friday
Supplementary Resources:
Connections
Teacher Background:
Literature Connections:
Cognitive Complexity:
Assessment
38
Nature of Science
(NOS)
Nature of Science is a large portion of the Next Generation of Sunshine State Standards for Science. They
are the basis for all science done in the classroom and throughout the world. They are the how, what
and why we explore our world and strive for the unknown. All scientists use the Nature of Science to
guide their investigation and discoveries. We will be integrating these standards throughout our
curriculum and they will be the driving force of your instruction through the 5 Es Inquiry model. Below
you will find the Nature of Science Benchmarks for your grade level that will be listed through your
curriculum map in the Activities and Long-Term Investigation area.
5th Grade
SC.5.N.1.1 - Define a problem, use appropriate reference materials to support
scientific understanding, plan and carry out scientific investigations of various
types such as: systematic observations, experiments requiring the identification of
variables, collecting and organizing data, interpreting data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.2 - Explain the difference between an experiment and other types of
scientific investigation.
SC.5.N.1.3 - Recognize and explain the need for repeated experimental trials.
SC.5.N.1.4 - Identify a control group and explain its importance in an experiment.
SC.5.N.1.5 - Recognize and explain that authentic scientific investigation
frequently does not parallel the steps of "the scientific method."
SC.5.N.1.6 - Recognize and explain the difference between personal
opinion/interpretation and verified observation.
SC.5.N.2.1 - Recognize and explain that science is grounded in empirical
observations that are testable; explanation must always be linked with evidence.
SC.5.N.2.2 - Recognize and explain that when scientific investigations are carried
out, the evidence produced by those investigations should be replicable by
others.
5th grade
Vocabulary List 2013-14
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
A
Process Skills
analyze
classify
communicate
compare & contrast
control group
defend
define
demonstrate
describe
design
distinguish
emperical observations
experiment
explain
identify
illustrate
infer
investiagion
investigate
measure
observe
predict
recognize
testable
trials
Misc.
safety
Science notebook
Scientist
B
Science Tools
balance
battery
beaker
flashlight
globe
graduated cylinder
gram masses
light bulb
meter stick
mirror
model
reference materials
ruler (metric)
safety goggles
spring scale
stop watch
topographic map
C
Physical science
atom
atomic theory
attraction
balanced forces
chemical change
chemical energy
circuit
conductor
dissolve
electrical energy
*electricity
energy of motion
force
Forms of Energy
*heat
*light
*sound
friction
Weather Instruments gravity
amemometer
insulator
barometer
kinetic energy
hygrometer
magnetic attraction
rain gauge
magnification
thermometer
mass
*Celsius
matter
*Fahrenheit
mechanical energy
wind vane
mixture
motion
physical change
potential energy
solution
unbalanced forces
D
Earth Science
air pressure (barometric)
asteroid
cirrus
climate zones
comet
condensation
cumulonimbus
cumulus
desert
elevation
evaporation
front
galaxy
hemisphere
humidity
latitude
Milky Way galaxy
moon
mountain
Planets
polar zone
precipitation
runoff
Solar System
star
stratus
Sun
swamp
temperate zone
tropical zone
universe
water cycle
E
Life Science
adaptation
behavior
bladder
brain
diversity
environment
exoskeleton
habitat
heart
instinct
intestines (lg & sm)
kidney
learning
liver
lungs
muscles
organ
pancreas
physical characteristics
reproduce
sensory organs
skeleton/bone
skin
stomach
F
Scientific Method
STEM Fair Log
testable question
hypothesis
variables
constant/control
responding/dependent
manipulative/independent
step-by-step directions
data
graph
conclusions
5th grade
Vocabulary List 2013-14
34
35
36
37
A
Process Skills
B
Science Tools
C
Physical Science
volume
D
Earth Science
weather
wind direction
wind speed
E
Life Science
F
Scientific Method
Topic
Science Safety, Science Tools, Science Notebooks
Science Safety
Science Tools
Science Tools
Science Notebooks
Process Skills
Observing
Inferring
Predicting
Measuring
Communicating
Labor Day
Introduction to STEM Fair Logs & Topics (Questions)
Topics Due; How to write Purpose & Research
Purpose Due & Research; How to write an Hypothesis
Hypothesis Due; How to write materials lists
Materials list due; How to write Variables
Variables due; How to write Step by Step directions
No School
Step by Step Directions due; How to collect your data
Data Collection
Veterans Day; Conclusions; STEM Fair Project Week
Creating a Display
Thanksgiving Week
What is the Design Process?
Topic: Building a Structure Week 1
Topic: Building a Structure Week 2
Winter Break
Topic: Building a Structure Week 3
Topic: Building a Structure Week 4
Martin Luther King Jr. Day