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5th!Grade!Science!Scope!and!Sequence!
Angelica!Rinebarger!
ECI!306!!7679!
Northern!Arizona!University!!Spring!2015!
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Rinebarger!2!
Table!of!Contents!

Introduction!..........................................................................................................................!3!
Scope!and!Sequence!.............................................................................................................!4!
Artifacts!(lesson!plan,!worksheets,!assessment)!..................................................................!19!
Reflection!..............................................................................................................................!29!

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Rinebarger!3!
Introduction!

This!scope!and!sequence!is!intended!for!fifth!grade!use!and!is!designed!for!the!entire!school!

year!with!new!cycles!beginning!at!each!quarter.!!The!recommended!number!of!lessons!is!less!than!the!
number!of!days!in!the!grading!cycles!to!accommodate!differentiated!instruction,!extended!learning!
time,!and!assessment!days.!!The!artifacts!included!are!the!180Tday!fifth!grade!science!scope!and!
sequence,!rock!cycle!lesson!plan,!worksheets,!assessment,!and!an!overall!reflection.!!All!InTASC!
standards!are!met!throughout!this!document!and!are!thoroughly!described!within!the!subsequent!
reflection.!
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Rinebarger!4!

SCOPE!AND!SEQUENCE!
Fifth!Grade!Science!
49!Days!

1st!Cycle!
Unit!
Unit!1:!
Properties!and!
Changes!of!
Properties!in!
Matter!!
Understand!
physical!and!
chemical!
properties!of!
matter.!

July!25thT!
September!30th!!

This!Scope!and!Sequence!is!designed!for!the!entire!school!year!
with!new!cycles!beginning!at!each!quarter.!The!recommended!
number!of!lessons!is!less!than!the!number!of!days!in!the!
grading!cycles!to!accommodate!differentiated!instruction,!
extended!learning!time,!and!assessment!days.!

#!of!
Arizona!Science!Standards!
Lessons!
7!Lessons! Strand!5:!Physical!Science!
!
PO!1.!Identify!that!matter!is!made!of!smaller!units!called:!
45!
molecules!(e.g.,!H2O,!CO2)!
Minutes!
atoms!(e.g.,!H,!N,!Na)!
Each!
!
PO!2.!Distinguish!between!mixtures!and!compounds.!
!
PO!3.!Describe!changes!of!matter:!
physical!!cutting!wood,!ripping!paper,!freezing!water!
chemical!!burning!of!wood,!rusting!of!iron,!milk!turning!sour!
!
Supporting!Science!and!Arizona!College!and!Career!Ready!Standards!
Strand'1:'Inquiry'Process'
Concept'1:'Observations,'Questions,'Hypotheses'
PO!1.!!Formulate!a!relevant!question!through!observations!that!can!
be!tested!by!an!investigation.!!
(See!M05TS2C1T01)!
!
PO!2.!!Formulate!predictions!in!the!realm!of!science!based!on!
observed!cause!and!effect!relationships.!
!
PO!3.!!Locate!information!(e.g.,!book,!article,!website)!related!to!an!
investigation.!!
(See!W05TS3C6T01!and!R05TS3C1T05)!
!
Concept'2:'Scientific'Testing'(Investigating'and'Modeling)'
PO!1.!!Demonstrate!safe!behavior!and!appropriate!procedures!(e.g.,!
use!and!care!of!technology,!materials,!organisms)!in!all!science!
inquiry.!
!
PO!2.!!Plan!a!simple!investigation!that!identifies!the!variables!to!be!
controlled.!!
!
PO!3.!!Conduct!simple!investigations!(e.g.,!related!to!forces!and!
motion,!Earth!processes)!based!on!studentTdeveloped!questions!in!
life,!physical,!and!Earth!and!space!sciences.!
!
PO!4.!!Measure!using!appropriate!tools!(e.g.,!ruler,!scale,!balance)!
and!units!of!measure!(i.e.,!metric,!U.S.!customary).!!

Rinebarger!5!
(See!M05TS4C4T01)!
!
PO!5.!!Record!data!in!an!organized!and!appropriate!format!(e.g.,!tT
chart,!table,!list,!written!log).!
(See!W05TS3C2T01!and!W05TS3C3T01)!
!
Concept'3:'Analysis'and'Conclusions'
PO!1.!!Analyze!data!obtained!in!a!scientific!investigation!to!identify!
trends!and!form!conclusions.!!!
(See!M05TS2C1T03)!
!
PO!2.!!Analyze!whether!the!data!is!consistent!with!the!proposed!
explanation!that!motivated!the!investigation.!
!
PO!3.!!Evaluate!the!reasonableness!of!the!outcome!of!an!
investigation.!!!
!
PO!4.!!Develop!new!investigations!and!predictions!based!on!questions!
that!arise!from!the!findings!of!an!investigation.!
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PO!5.!!Identify!possible!relationships!between!variables!in!simple!
investigations!(e.g.,!time!and!distance;!incline!and!mass!of!object).!
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Concept'4:'Communication'
PO!1.!!Communicate!verbally!or!in!writing!the!results!of!an!inquiry.!!
(See!W05TS3C3T01)!
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PO!2.!!Choose!an!appropriate!graphic!representation!for!collected!
data:!
!
bar!graph!
!
line!graph!
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Venn!diagram!
!
model!!
(See!M05TS2C1T02)!
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PO!3.!!Communicate!with!other!groups!or!individuals!to!compare!the!
results!of!a!common!investigation.!
!
Strand'2:'History'and'Nature'of'Science'
Concept'1:'History'of'Science'as'a'Human'Endeavor'
PO!1.!!Identify!how!diverse!people!and/or!cultures,!past!and!present,!
have!made!important!contributions!to!scientific!innovations!(e.g.,!
Percy!Lavon!Julian![scientist],!supports!Strand!4;!Niels!Bohr![scientist],!
supports!Strand!5;!Edwin!Hubble![scientist],!supports!Strand!6).!
!
Concept'2:'Nature'of'Scientific'Knowledge'
PO!1.!!Provide!examples!that!support!the!premise!that!science!is!an!
ongoing!process!that!changes!in!response!to!new!information!and!

Rinebarger!6!
discoveries!(e.g.,!space!exploration,!medical!advances).!
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PO!2.!!Explain!the!cycle!by!which!new!scientific!knowledge!generates!
new!scientific!inquiry.!
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PO!4.!!Compare!collaborative!approaches!that!scientists!use!for!
investigations!(e.g.,!teams,!individual!with!peer!review).!
!
Strand'3:'Science'in'Personal'and'Social'Perspectives'
Concept'1:'Changes'in'Environments'
PO!1.!!Explain!the!impacts!of!natural!hazards!on!habitats!(e.g.,!global!
warming,!floods,!asteroid!or!large!meteor!impacts).!
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PO!3.!!Evaluate!the!possible!strengths!and!weaknesses!of!a!proposed!
solution!to!a!specific!problem!relevant!to!human,!animal,!or!habitat!
needs.!
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Concept'2:'Science'and'Technology'in'Society'
PO!1.!!Describe!the!relationship!between!science!and!technology.!
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PO!2.!!Explain!how!scientific!knowledge,!skills,!and!technological!
capabilities!are!integral!to!a!variety!of!careers.!
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Language'Arts:'Informational'Text'
5.RI.7!Draw!on!information!from!multiple!print!or!digital!sources,!
demonstrating!the!ability!to!locate!an!answer!to!a!question!quickly!or!
to!solve!a!problem!efficiently.!
!
5.RI.9!Integrate!information!from!several!texts!on!the!same!topic!in!
order!to!write!or!speak!about!the!subject!knowledgeably.!
!
Language'Arts:'Writing'
W.5.7!Conduct!short!research!projects!that!use!several!sources!to!
build!knowledge!through!investigation!of!different!aspects!of!a!topic.!!
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W.5.8!Recall!relevant!information!from!experiences!or!gather!
relevant!information!from!print!and!digital!sources;!summarize!or!
paraphrase!information!in!notes!and!finished!work,!and!provide!a!list!
of!sources.!
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W.5.9!Draw!evidence!from!literary!or!informational!texts!to!support!
analysis,!reflection,!and!research.!
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Mathematics!
5.MD.C.3!Recognize!volume!as!an!attribute!of!solid!figures!and!
understand!concepts!of!volume!measurement.!!
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5.MD.C.4!Measure!volumes!by!counting!unit!cubes,!using!cubic!cm,!

Unit!2:!
Motion!and!
Forces!!
Understand!the!
relationship!
between!force!
and!motion.!

Rinebarger!7!

11!
Lessons!
!
45!
Minutes!
Each!

cubic!in,!cubic!ft,!and!improvised!units.!
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5.MD.A.1!Convert!among!differentTsized!standard!measurement!units!
within!a!given!measurement!system!(e.g.,!convert!5!cm!to!0.05!m),!
and!use!these!conversions!in!solving!multiTstep,!real!world!problems.!!
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Supporting!Next!Generation!Science!Standards!
5TPS1T1!Develop!a!model!to!describe!that!matter!is!made!of!particles!
too!small!to!be!seen.!
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5TPS1T2!Measure!and!graph!quantities!to!provide!evidence!that!
regardless!of!the!type!of!change!that!occurs!when!heating,!cooling,!or!
mixing!substances,!the!total!weight!of!matter!is!conserved.!
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5TPS1T3!Make!observations!and!measurements!to!identify!materials!
based!on!their!properties.!
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5TPS1T4!Conduct!an!investigation!to!determine!whether!the!mixing!of!
two!or!more!substances!results!in!new!substances.!
Strand!5:!Physical!Science!
PO!1.!Describe!the!following!forces:!!
gravity!
friction!
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PO!2.!Describe!the!various!effects!forces!can!have!on!an!object!(e.g.,!
cause!motion,!halt!motion,!change!direction!of!motion,!cause!
deformation).!
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PO!3.!Examine!forces!and!motion!through!investigations!using!simple!
machines!(e.g.,!wedge,!plane,!wheel!and!axle,!pulley,!lever).!
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PO!4.!Demonstrate!effects!of!variables!on!an!objects!motion!(e.g.,!
incline!angle,!friction,!applied!forces).!
!
Supporting!Science!and!Arizona!College!and!Career!Ready!Standards!
Strand'1:'Inquiry'Process'
Concept'1:'Observations,'Questions,'Hypotheses'
PO!1.!!Formulate!a!relevant!question!through!observations!that!can!
be!tested!by!an!investigation.!!
(See!M05TS2C1T01)!
!
PO!2.!!Formulate!predictions!in!the!realm!of!science!based!on!
observed!cause!and!effect!relationships.!
!
PO!3.!!Locate!information!(e.g.,!book,!article,!website)!related!to!an!
investigation.!!
(See!W05TS3C6T01!and!R05TS3C1T05)!
!

Rinebarger!8!
Concept'2:'Scientific'Testing'(Investigating'and'Modeling)'
PO!1.!!Demonstrate!safe!behavior!and!appropriate!procedures!(e.g.,!
use!and!care!of!technology,!materials,!organisms)!in!all!science!
inquiry.!
!
PO!2.!!Plan!a!simple!investigation!that!identifies!the!variables!to!be!
controlled.!!
!
PO!3.!!Conduct!simple!investigations!(e.g.,!related!to!forces!and!
motion,!Earth!processes)!based!on!studentTdeveloped!questions!in!
life,!physical,!and!Earth!and!space!sciences.!
!
PO!4.!!Measure!using!appropriate!tools!(e.g.,!ruler,!scale,!balance)!
and!units!of!measure!(i.e.,!metric,!U.S.!customary).!!
(See!M05TS4C4T01)!
!
PO!5.!!Record!data!in!an!organized!and!appropriate!format!(e.g.,!tT
chart,!table,!list,!written!log).!
(See!W05TS3C2T01!and!W05TS3C3T01)!
!
Concept'3:'Analysis'and'Conclusions'
PO!1.!!Analyze!data!obtained!in!a!scientific!investigation!to!identify!
trends!and!form!conclusions.!!!
(See!M05TS2C1T03)!
!
PO!2.!!Analyze!whether!the!data!is!consistent!with!the!proposed!
explanation!that!motivated!the!investigation.!
!
PO!3.!!Evaluate!the!reasonableness!of!the!outcome!of!an!
investigation.!!!
!
PO!4.!!Develop!new!investigations!and!predictions!based!on!questions!
that!arise!from!the!findings!of!an!investigation.!
!
PO!5.!!Identify!possible!relationships!between!variables!in!simple!
investigations!(e.g.,!time!and!distance;!incline!and!mass!of!object).!
!
Concept'4:'Communication'
PO!1.!!Communicate!verbally!or!in!writing!the!results!of!an!inquiry.!!
(See!W05TS3C3T01)!
!
PO!2.!!Choose!an!appropriate!graphic!representation!for!collected!
data:!
!
bar!graph!
!
line!graph!
!
Venn!diagram!
!
model!!
(See!M05TS2C1T02)!

Rinebarger!9!
PO!3.!!Communicate!with!other!groups!or!individuals!to!compare!the!
results!of!a!common!investigation.!
!
Strand'2:'History'and'Nature'of'Science'
Concept'1:'History'of'Science'as'a'Human'Endeavor'
PO!1.!!Identify!how!diverse!people!and/or!cultures,!past!and!present,!
have!made!important!contributions!to!scientific!innovations!(e.g.,!
Percy!Lavon!Julian![scientist],!supports!Strand!4;!Niels!Bohr![scientist],!
supports!Strand!5;!Edwin!Hubble![scientist],!supports!Strand!6).!
!
Concept'2:'Nature'of'Scientific'Knowledge'
PO!1.!!Provide!examples!that!support!the!premise!that!science!is!an!
ongoing!process!that!changes!in!response!to!new!information!and!
discoveries!(e.g.,!space!exploration,!medical!advances).!
!
PO!3.!!Describe!how!scientific!knowledge!is!subject!to!modification!
and/or!change!as!new!information/technology!challenges!prevailing!
theories.!
!
PO!4.!!Compare!collaborative!approaches!that!scientists!use!for!
investigations!(e.g.,!teams,!individual!with!peer!review).!
!
PO!5.!!Describe!qualities!of!the!scientists!habits!of!mind!(e.g.,!
openness,!skepticism,!integrity,!tolerance).!
!
Strand'3:'Science'in'Personal'and'Social'Perspectives'
Concept'1:'Changes'in'Environments'
PO!2.!!Propose!a!solution,!resource,!or!product!that!addresses!a!
specific!human,!animal,!or!habitat!need.!
!
PO!3.!!Evaluate!the!possible!strengths!and!weaknesses!of!a!proposed!
solution!to!a!specific!problem!relevant!to!human,!animal,!or!habitat!
needs.!
!
Concept'2:'Science'and'Technology'in'Society'
PO!1.!!Describe!the!relationship!between!science!and!technology.!
!!
PO!2.!!Explain!how!scientific!knowledge,!skills,!and!technological!
capabilities!are!integral!to!a!variety!of!careers.!
!
PO!3.!!Design!and!construct!a!technological!solution!to!a!common!
problem!or!need!using!common!materials.!
!
Language'Arts:'Informational'Text'
5.RI.1!Quote!accurately!from!a!text!when!explaining!what!the!text!
says!explicitly!and!when!drawing!inferences!from!the!text.!
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5.RI.9!Integrate!information!from!several!texts!on!the!same!topic!in!

Rinebarger!10!
order!to!write!or!speak!about!the!subject!knowledgeably.!
!
Language'Arts:'Writing'
5.W.1!Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!
view!with!reasons!and!information.!
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Mathematics:'
5.G.A.2!Represent!real!world!and!mathematical!problems!by!graphing!
points!in!the!first!quadrant!of!the!coordinate!plane,!and!interpret!
coordinate!values!of!points!in!the!context!of!the!situation.!
!
Supporting!Next!Generation!Science!Standards!
5TPS2T1!Support!an!argument!that!the!gravitational!force!exerted!by!
Earth!on!objects!is!directed!down.!
This!Scope!and!Sequence!is!designed!for!the!entire!school!year!
44!Days!
nd

2 !Cycle!
Unit!
Unit!1:!!
Structure!and!
Function!in!
Living!Systems!!
Understand!the!
relationships!
between!
structures!and!
functions!of!
organisms.!
!

October!19thT
December!22nd!

with!new!cycles!beginning!at!each!quarter.!The!recommended!
number!of!lessons!is!less!than!the!number!of!days!in!the!
grading!cycles!to!accommodate!differentiated!instruction,!
extended!learning!time,!and!assessment!days.!

#!of!
Arizona!Science!Standards!
Lessons!
8!Lessons! Strand!4:!Life!Science!
!
PO!1.!Identify!the!functions!and!parts!of!the!skeletal!system:!
45!
protection!!rib!cage,!cranium!
Minutes!
support!!vertebrae!
Each!
movement!!pelvis,!femur,!hip!
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PO!2.!Identify!the!following!types!of!muscles:!
cardiac!!heart!
smooth!!stomach!
skeletal!!biceps!
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PO!3.!Identify!the!functions!and!parts!of!the!nervous!system:!
control!center!!brain!
relay!mechanism!!spinal!cord!
transport!messages!!nerves!
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PO!4.!Distinguish!between!voluntary!and!involuntary!responses.!
!
Supporting!Science!and!Arizona!College!and!Career!Ready!Standards!
Strand'1:'Inquiry'Process'
Concept'1:'Observations,'Questions,'Hypotheses'
PO!1.!!Formulate!a!relevant!question!through!observations!that!can!
be!tested!by!an!investigation.!!
(See!M05TS2C1T01)!
!
PO!3.!!Locate!information!(e.g.,!book,!article,!website)!related!to!an!
investigation.!!

Rinebarger!11!
(See!W05TS3C6T01!and!R05TS3C1T05)!
!
Strand'2:'History'and'Nature'of'Science'
Concept'1:'History'of'Science'as'a'Human'Endeavor'
PO!1.!!Identify!how!diverse!people!and/or!cultures,!past!and!present,!
have!made!important!contributions!to!scientific!innovations!(e.g.,!
Percy!Lavon!Julian![scientist],!supports!Strand!4;!Niels!Bohr![scientist],!
supports!Strand!5;!Edwin!Hubble![scientist],!supports!Strand!6).!
!
Concept'2:'Nature'of'Scientific'Knowledge'
PO!1.!!Provide!examples!that!support!the!premise!that!science!is!an!
ongoing!process!that!changes!in!response!to!new!information!and!
discoveries!(e.g.,!space!exploration,!medical!advances).!
!
PO!2.!!Explain!the!cycle!by!which!new!scientific!knowledge!generates!
new!scientific!inquiry.!
!
PO!3.!!Describe!how!scientific!knowledge!is!subject!to!modification!
and/or!change!as!new!information/technology!challenges!prevailing!
theories.!
!
PO!5.!!Describe!qualities!of!the!scientists!habits!of!mind!(e.g.,!
openness,!skepticism,!integrity,!tolerance).!
!
Strand'3:'Science'in'Personal'and'Social'Perspectives'
Concept'1:'Changes'in'Environments'
PO!2.!!Propose!a!solution,!resource,!or!product!that!addresses!a!
specific!human,!animal,!or!habitat!need.!
!
PO!3.!!Evaluate!the!possible!strengths!and!weaknesses!of!a!proposed!
solution!to!a!specific!problem!relevant!to!human,!animal,!or!habitat!
needs.!
!
Concept'2:'Science'and'Technology'in'Society'
PO!1.!!Describe!the!relationship!between!science!and!technology.!
!!
PO!2.!!Explain!how!scientific!knowledge,!skills,!and!technological!
capabilities!are!integral!to!a!variety!of!careers.!
!
Language'Arts:'Informational'Text'
5.RI.4!Determine!the!meaning!of!general!academic!and!domainT
specific!words!and!phrases!in!a!text!relevant!to!a!grade!5!topic!or!
subject!area.!
!
5.RI.7!Draw!on!information!from!multiple!print!or!digital!sources,!
demonstrating!the!ability!to!locate!an!answer!to!a!question!quickly!or!
to!solve!a!problem!efficiently.!!
!

Rinebarger!12!
Mathematics:'
5.MP.2!Reason!abstractly!and!quantitatively.!
!
5.MP.4!Model!with!mathematics.!
!
Supporting!Next!Generation!Science!Standards!
5TLS2T1!Develop!a!model!to!describe!the!movement!of!matter!among!
plants,!animals,!decomposers,!and!the!environment.!
!
5TPS3T1!Use!models!to!describe!that!that!energy!in!animals!food!
(used!for!body!repair,!growth,!motion,!and!to!maintain!body!warmth)!
was!once!energy!from!the!sun.!
This!Scope!and!Sequence!is!designed!for!the!entire!school!year!
41!Days!
rd

3 !Cycle!

January!10 T!
March!9th!

#!of!
Lessons!
Unit!1:!
7!Lessons!
Earths!Processes!
!
and!Systems!!
45!
Understand!the!
Minutes!
processes!acting!
Each!
on!the!Earth!and!
their!interaction!
with!the!earth!
systems.!
Unit!

th

with!new!cycles!beginning!at!each!quarter.!The!recommended!
number!of!lessons!is!less!than!the!number!of!days!in!the!
grading!cycles!to!accommodate!differentiated!instruction,!
extended!learning!time,!and!assessment!days.!

Arizona!Science!Standards!
Strand!6:!Earth!and!Space!Science!
PO!1.!Describe!how!the!Moons!appearance!changes!during!a!fourT
week!lunar!cycle.!
!
PO!2.!Describe!how!Earths!rotation!results!in!day!and!night!at!any!
particular!location.!
!
PO!3.!Distinguish!between!revolution!and!rotation.!
!
PO!4.!Describe!the!role!of!gravity!as!an!attractive!force!between!
celestial!objects.!
!
Supporting!Science!and!Arizona!College!and!Career!Ready!Standards!
Strand'1:'Inquiry'Process'
Concept'1:'Observations,'Questions,'Hypotheses'
PO!1.!!Formulate!a!relevant!question!through!observations!that!can!
be!tested!by!an!investigation.!!
(See!M05TS2C1T01)!
!
PO!2.!!Formulate!predictions!in!the!realm!of!science!based!on!
observed!cause!and!effect!relationships.!
!
PO!3.!!Locate!information!(e.g.,!book,!article,!website)!related!to!an!
investigation.!!
(See!W05TS3C6T01!and!R05TS3C1T05)!
!
Concept'2:'Scientific'Testing'(Investigating'and'Modeling)'
PO!1.!!Demonstrate!safe!behavior!and!appropriate!procedures!(e.g.,!
use!and!care!of!technology,!materials,!organisms)!in!all!science!

Rinebarger!13!
inquiry.!
!
PO!2.!!Plan!a!simple!investigation!that!identifies!the!variables!to!be!
controlled.!!
!
PO!3.!!Conduct!simple!investigations!(e.g.,!related!to!forces!and!
motion,!Earth!processes)!based!on!studentTdeveloped!questions!in!
life,!physical,!and!Earth!and!space!sciences.!
!
PO!4.!!Measure!using!appropriate!tools!(e.g.,!ruler,!scale,!balance)!
and!units!of!measure!(i.e.,!metric,!U.S.!customary).!!
(See!M05TS4C4T01)!
!
PO!5.!!Record!data!in!an!organized!and!appropriate!format!(e.g.,!tT
chart,!table,!list,!written!log).!
(See!W05TS3C2T01!and!W05TS3C3T01)!
!
Concept'3:'Analysis'and'Conclusions'
PO!1.!!Analyze!data!obtained!in!a!scientific!investigation!to!identify!
trends!and!form!conclusions.!!!
(See!M05TS2C1T03)!
!
PO!2.!!Analyze!whether!the!data!is!consistent!with!the!proposed!
explanation!that!motivated!the!investigation.!
!
PO!3.!!Evaluate!the!reasonableness!of!the!outcome!of!an!
investigation.!!!
!
PO!4.!!Develop!new!investigations!and!predictions!based!on!questions!
that!arise!from!the!findings!of!an!investigation.!
!
PO!5.!!Identify!possible!relationships!between!variables!in!simple!
investigations!(e.g.,!time!and!distance;!incline!and!mass!of!object).!
!
Concept'4:'Communication'
PO!1.!!Communicate!verbally!or!in!writing!the!results!of!an!inquiry.!!
(See!W05TS3C3T01)!
!
PO!2.!!Choose!an!appropriate!graphic!representation!for!collected!
data:!
!
bar!graph!
!
line!graph!
!
Venn!diagram!
!
model!!
(See!M05TS2C1T02)!
!
PO!3.!!Communicate!with!other!groups!or!individuals!to!compare!the!
results!of!a!common!investigation.!

Rinebarger!14!
Strand'2:'History'and'Nature'of'Science'
Concept'1:'History'of'Science'as'a'Human'Endeavor'
PO!1.!!Identify!how!diverse!people!and/or!cultures,!past!and!present,!
have!made!important!contributions!to!scientific!innovations!(e.g.,!
Percy!Lavon!Julian![scientist],!supports!Strand!4;!Niels!Bohr![scientist],!
supports!Strand!5;!Edwin!Hubble![scientist],!supports!Strand!6).!
!
Concept'2:'Nature'of'Scientific'Knowledge'
PO!1.!!Provide!examples!that!support!the!premise!that!science!is!an!
ongoing!process!that!changes!in!response!to!new!information!and!
discoveries!(e.g.,!space!exploration,!medical!advances).!
!
PO!2.!!Explain!the!cycle!by!which!new!scientific!knowledge!generates!
new!scientific!inquiry.!
!
PO!3.!!Describe!how!scientific!knowledge!is!subject!to!modification!
and/or!change!as!new!information/technology!challenges!prevailing!
theories.!
!
PO!5.!!Describe!qualities!of!the!scientists!habits!of!mind!(e.g.,!
openness,!skepticism,!integrity,!tolerance).!
!
Strand'3:'Science'in'Personal'and'Social'Perspectives'
Concept'1:'Changes'in'Environments'
PO!1.!!Explain!the!impacts!of!natural!hazards!on!habitats!(e.g.,!global!
warming,!floods,!asteroid!or!large!meteor!impacts).!
!
Concept'2:'Science'and'Technology'in'Society'
PO!1.!!Describe!the!relationship!between!science!and!technology.!
!!
PO!2.!!Explain!how!scientific!knowledge,!skills,!and!technological!
capabilities!are!integral!to!a!variety!of!careers.!
!
Language'Arts:'Writing'
5.W.1!Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!
view!with!reasons!and!information.!
!
5.W.2d!Use!precise!language!and!domainTspecific!vocabulary!to!
inform!about!or!explain!the!topic.!
!
Mathematics:'
5.MP.2!Reason!abstractly!and!quantitatively.!
!
5.MP.4!Model!with!mathematics.!
!
Supporting!Next!Generation!Science!Standards!
No!supporting!NGSS!standards.!
!

Rinebarger!15!
46!Days!

4th!Cycle!
Unit!
Unit!1:!
Earth!in!the!Solar!
System!!
Understand!the!
relationships!of!
the!Earth!and!
other!objects!in!
the!solar!system.!

March!27thT!
May!31st!
#!of!
Lessons!
11!
Lessons!
!
45!
Minutes!
Each!

This!Scope!and!Sequence!is!designed!for!the!entire!school!year!
with!new!cycles!beginning!at!each!quarter.!The!recommended!
number!of!lessons!is!less!than!the!number!of!days!in!the!
grading!cycles!to!accommodate!differentiated!instruction,!
extended!learning!time,!and!assessment!days.!

Arizona!Science!Standards!
Strand!6:!Earth!and!Space!Science!
PO!1.!Identify!the!known!planets!of!the!solar!system.!
!
PO!2.!Describe!the!distinguishing!characteristics!of!the!known!planets!
in!the!solar!system.!
!
PO!3.!Describe!various!objects!in!the!sky!(e.g.,!asteroids,!comets,!
stars,!meteors/shooting!stars).!
!
PO!4.!Describe!the!change!in!position!and!motion!of!the!following!
objects!in!the!sky!over!time:!
real!motion!!Moon,!planets!
apparent!motion!(due!to!the!motion!of!the!Earth)!!Sun,!
Moon,!stars!
!
PO!5.!Explain!the!apparent!motion!of!the!Sun!and!stars.!
!
PO!6.!Describe!efforts!to!explore!space!(e.g.,!Apollo!missions,!space!
shuttles,!Hubble!space!telescope,!space!probes).!
!
Supporting!Science!and!Arizona!College!and!Career!Ready!Standards!
Strand'1:'Inquiry'Process'
Concept'1:'Observations,'Questions,'Hypotheses'
PO!1.!!Formulate!a!relevant!question!through!observations!that!can!
be!tested!by!an!investigation.!!
(See!M05TS2C1T01)!
!
PO!2.!!Formulate!predictions!in!the!realm!of!science!based!on!
observed!cause!and!effect!relationships.!
!
PO!3.!!Locate!information!(e.g.,!book,!article,!website)!related!to!an!
investigation.!!
(See!W05TS3C6T01!and!R05TS3C1T05)!
!
Concept'2:'Scientific'Testing'(Investigating'and'Modeling)'
PO!1.!!Demonstrate!safe!behavior!and!appropriate!procedures!(e.g.,!
use!and!care!of!technology,!materials,!organisms)!in!all!science!
inquiry.!
!
PO!2.!!Plan!a!simple!investigation!that!identifies!the!variables!to!be!
controlled.!!

Rinebarger!16!
PO!3.!!Conduct!simple!investigations!(e.g.,!related!to!forces!and!
motion,!Earth!processes)!based!on!studentTdeveloped!questions!in!
life,!physical,!and!Earth!and!space!sciences.!
!
PO!4.!!Measure!using!appropriate!tools!(e.g.,!ruler,!scale,!balance)!
and!units!of!measure!(i.e.,!metric,!U.S.!customary).!!
(See!M05TS4C4T01)!
!
PO!5.!!Record!data!in!an!organized!and!appropriate!format!(e.g.,!tT
chart,!table,!list,!written!log).!
(See!W05TS3C2T01!and!W05TS3C3T01)!
!
Concept'3:'Analysis'and'Conclusions'
PO!1.!!Analyze!data!obtained!in!a!scientific!investigation!to!identify!
trends!and!form!conclusions.!!!
(See!M05TS2C1T03)!
!
PO!2.!!Analyze!whether!the!data!is!consistent!with!the!proposed!
explanation!that!motivated!the!investigation.!
!
PO!3.!!Evaluate!the!reasonableness!of!the!outcome!of!an!
investigation.!!!
!
PO!4.!!Develop!new!investigations!and!predictions!based!on!questions!
that!arise!from!the!findings!of!an!investigation.!
!
PO!5.!!Identify!possible!relationships!between!variables!in!simple!
investigations!(e.g.,!time!and!distance;!incline!and!mass!of!object).!
!
Concept'4:'Communication'
PO!1.!!Communicate!verbally!or!in!writing!the!results!of!an!inquiry.!!
(See!W05TS3C3T01)!
!
PO!2.!!Choose!an!appropriate!graphic!representation!for!collected!
data:!
!
bar!graph!
!
line!graph!
!
Venn!diagram!
!
model!!
(See!M05TS2C1T02)!
!
PO!3.!!Communicate!with!other!groups!or!individuals!to!compare!the!
results!of!a!common!investigation.!
!
Strand'2:'History'and'Nature'of'Science'
Concept'1:'History'of'Science'as'a'Human'Endeavor'
PO!1.!!Identify!how!diverse!people!and/or!cultures,!past!and!present,!
have!made!important!contributions!to!scientific!innovations!(e.g.,!

Rinebarger!17!
Percy!Lavon!Julian![scientist],!supports!Strand!4;!Niels!Bohr![scientist],!
supports!Strand!5;!Edwin!Hubble![scientist],!supports!Strand!6).!
'
Concept'2:'Nature'of'Scientific'Knowledge'
PO!1.!!Provide!examples!that!support!the!premise!that!science!is!an!
ongoing!process!that!changes!in!response!to!new!information!and!
discoveries!(e.g.,!space!exploration,!medical!advances).!
!
PO!3.!!Describe!how!scientific!knowledge!is!subject!to!modification!
and/or!change!as!new!information/technology!challenges!prevailing!
theories.!
!
PO!4.!!Compare!collaborative!approaches!that!scientists!use!for!
investigations!(e.g.,!teams,!individual!with!peer!review).!
!
Strand'3:'Science'in'Personal'and'Social'Perspectives'
Concept'1:'Changes'in'Environments'
PO!1.!!Explain!the!impacts!of!natural!hazards!on!habitats!(e.g.,!global!
warming,!floods,!asteroid!or!large!meteor!impacts).!
!
Concept'2:'Science'and'Technology'in'Society'
PO!1.!!Describe!the!relationship!between!science!and!technology.!
!!
PO!2.!!Explain!how!scientific!knowledge,!skills,!and!technological!
capabilities!are!integral!to!a!variety!of!careers.!
!
Language'Arts:'Informational'Text'
5.RI.1!Quote!accurately!from!a!text!when!explaining!what!the!text!
says!explicitly!and!when!drawing!inferences!from!the!text.!
!
5.RI.7!Draw!on!information!from!multiple!print!or!digital!sources,!
demonstrating!the!ability!to!locate!an!answer!to!a!question!quickly!or!
to!solve!a!problem!efficiently.!
!
5.RI.8!Explain!how!an!author!uses!reasons!and!evidence!to!support!
particular!points!in!a!text,!identifying!which!reasons!and!evidence!
support!which!point(s).!
!
5.RI.9!Integrate!information!from!several!texts!on!the!same!topic!in!
order!to!write!or!speak!about!the!subject!knowledgeably.!
!
Language'Arts:'Writing'
5.W.1!Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!
view!with!reasons!and!information.!
!
Mathematics'
5.NBT.A.2!Explain!patterns!in!the!number!of!zeros!of!the!product!
when!multiplying!a!number!by!powers!of!10,!and!explain!patterns!in!

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the!placement!of!the!decimal!point!when!a!decimal!is!multiplied!or!
divided!by!a!power!of!10.!Use!wholeTnumber!exponents!to!denote!
powers!of!10.!
!
5.MP.2!Reason!abstractly!and!quantitatively.!
!
5.MP.4!Model!with!mathematics.!
!
Supporting!Next!Generation!Science!Standards!
5TESS1T1!Support!an!argument!that!differences!in!the!apparent!
brightness!of!the!sun!compared!to!other!stars!is!due!to!their!relative!
distances!from!the!Earth.!
!
5TESS1T2!Represent!data!in!graphical!displays!to!reveal!patterns!of!
daily!changes!in!length!and!direction!of!shadows,!day!and!night,!and!
the!seasonal!appearance!of!some!stars!in!the!night!sky.!

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Rinebarger!19!

Author's!Name

Angelica Rinebarger
T!Date!of!Lesson

March 20th, 2015

T!Title!of!Lesson

The Three Types of Rocks and How Theyre Formed

T!Subject

Science
T!Grade!Level

3rd-5th

T!Time!frame!for!lesson

2 hours
T!Goal!or!Objective(s)

Students will demonstrate their understanding of the rock cycle by completing

the How Rocks are Formed worksheet with 80% accuracy.
2)!Arizona!Academic!Standards

Strand 1 Concept 1 PO 1. Formulate relevant questions about the properties of

objects, organisms, and the events of the environment using observations and
prior knowledge.
Strand 2 Concept 1 PO 2. Describe science-related career opportunities.
Strand 3 Concept 1 PO 2. Describe the beneficial and harmful impacts of natural
events and human activities on the environment.
Strand 6 Concept 1 PO 2. Describe the different types of rocks and how they are
formed:

metamorphic

igneous

sedimentary
3.W.2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
d. Provide a concluding statement or section.
3)!Lesson!Accommodations
3.1!T!Lesson!Content:!

The teacher needs to know the three different types of rocks and the rock cycle.
The three types of rocks are igneous, sedimentary, and metamorphic. Igneous
rocks are formed by cooled lava from volcanoes. Sedimentary rocks are small

Rinebarger!20!

pieces of rocks that are formed into layers on the earths surface. Metamorphic
rocks are formed through heat and pressure inside the earth. The rock cycle
usually begins with an igneous rock that cools from lava. The igneous rock
breaks into smaller pieces and layers and then erodes to become sedimentary.
Over time, the sedimentary rock gets pushed down back into the earth and will
join with other rocks to become metamorphic. The metamorphic rock eventually
meets magma and the process starts over.
3.2!T!Multiculturalism!and!Diversity:!

Students that are visually impaired will be placed at the front of the
classroom during the drawing of the rock cycle.
Students with cognitive delay will be given a pre-made drawing of the rock
cycle and will only need to fill in the 7 blank spaces and color the drawing.

3.3!T!Lesson!Integration:!!

Literacy: Students write a creative story about a rock going through the
rock cycle. Students would name the rock and describe its journey.
Social studies: Students read about Mt. Vesuvius and Pompeii and
describe what kind of rock formed during that event in history.
Math: Students will measure and graph the sizes of each type of rock in
order to compare and contrast.

4)!Lesson!Format/Structure

MATERIALS:
Rock kits for every group of students
Students science notebooks
Students activity books
Doc camera
The Rock Cycle Drawing (use as a reference)
How Rocks Are Formed worksheet
SAFETY:
Since students have been working with their rock kits for the past two
days, remind them to be careful with the rocks because some are very
fragile, not to put the rocks in their mouths, and be careful not to get them
on their clothing.
ENGAGE:
Ask students to review what they wrote in their notebooks about their
rocks.
Say, For the past couple of days you have been looking at your rock kits
and describing your rocks. Today, you are going to look at your rocks and
categorizing them into groups. Begin by talking with your table about how
you can group your rocks together.

Rinebarger!21!

EXPLORE:
Students will begin to categorize their rocks in their table groups.
Guide students to categorize their rocks by look, feel, weight, etc.
(similarities and differences).
When students are finished grouping their rocks, ask the class, What
properties did you use to sort the rocks? Call on students for answers.
Ask, Were there any rocks that could have gone in more than one group?
Call on students for answers.
Ask, Were there any rocks that did not appear to fit into any of your
groups? Call on students for answers.
EXPLAIN:
Say, Each rock in your kit is actually a specific type of rock. There are
three types of rocks; igneous, sedimentary, and metamorphic. Have
students repeat the words back to you so they get used to saying them.
Ask students to open up their activity books to page 35 and read the two
pages in their tables groups. (These pages introduce them to how rocks
are formed.)
When students are finished reading, ask them to find at least one of each
type of rock in their rock kits. Ask students to explain why they think their
rock is sedimentary, metamorphic, or igneous (they can use their reading
to explain).
ELABORATE
Say, Now that we know the three types of rocks, were going to learn how
each one is formed.
Ask students to take out a blank sheet of copy paper. Use the doc camera
to draw and label the rock cycle with students.
Explain the rock cycle while drawing it on a blank sheet of paper (use the
attached material as a reference): #1 magma, #2 eruption, #3 lava, #4
igneous rock, #5, sedimentary rock, #6 metamorphic rock, and #7 mantle.
While completing the drawing, talk to students about geologists. Say,
Geologists are people that study the earth and rocks for their job.
Sometimes they even climb volcanoes to gather samples of rocks.
Also talk about how people in other countries live on the edges of
volcanoes. Say, In places like Italy, there are villages on the edge of a very
destructive volcano called Mt. Vesuvius. The reason they live there is
because the volcano erupted a long, long time ago and where the lava used
to be is now a great area for planting food. Could it also be dangerous to
live that close to a volcano? Allow students to answer.
When finished with the drawing, students will color their picture.
5)!Assessment

Pass out the How Rocks Are Formed worksheet. Students may complete
the assignment in pairs of two or three.

Rinebarger!22!

Instruct students to write a short conclusion statement on the back of the

worksheet about what they found most interesting about the rock cycle.
This assignment will be turned in and graded.

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Rinebarger!29!
Reflection

Throughout!this!document,!all!InTASC!standards!are!met.!!Standard!1,!learner!development,!is!

met!through!my!prior!knowledge!of!child!development.!!I!used!this!prior!knowledge!when!designing!my!
lesson!plan!in!order!to!create!a!lesson!that!was!developmentally!appropriate.!!Standard!2,!learning!
differences,!is!met!in!the!multiculturalism!and!diversity!section!of!the!rock!cycle!lesson!plan.!!The!
multiculturalism!and!diversity!section!ensures!that!individual!student!needs!are!met!in!an!inclusive!
environment!with!high!expectations.!!Standard!3,!learning!environments,!is!met!throughout!the!rock!
cycle!lesson!plan,!but!is!especially!encountered!in!the!Explore!section.!!The!Explore!section!allows!
students!to!positively!collaborate!in!social!interactions!while!being!actively!engaged!in!learning.!!
Standard!4,!content!knowledge,!is!met!in!the!lesson!content!portion!of!the!rock!cycle!lesson!plan.!!The!
lesson!content!portion!is!designed!to!help!the!teacher!understand!the!central!concepts,!tools!of!inquiry,!
and!structures!of!disciplines!that!are!addressed!in!the!lesson!in!order!to!ensure!mastery!of!the!content!
as!well!as!create!a!meaningful!learning!experience!for!students.!!Standard!5,!application!of!content,!is!
met!throughout!the!entire!rock!cycle!lesson!plan!because!the!lesson!connects!concepts!by!using!
differing!perspectives!in!order!to!engage!learners!in!critical!thinking,!creativity,!and!collaboration.!!
Standard!6,!assessment,!is!met!throughout!the!entire!rock!cycle!lesson!plan!as!well.!!Both!informal!and!
formal!assessments!are!used!throughout!the!lesson,!including!checking!for!understanding!as!well!as!a!
formal!rock!cycle!assessment!worksheet.!!Standard!7,!planning!for!instruction,!was!met!during!the!
development!of!the!rock!cycle!lesson!plan!through!the!formation!of!learning!goals!that!were!established!
by!drawing!upon!knowledge!of!the!content!area,!curriculum,!crossTdisciplinary!skills,!pedagogy,!as!well!
as!the!knowledge!of!learners!and!the!community!context.!!Standard!8,!instructional!strategies,!is!met!
throughout!the!rock!cycle!lesson!plan!because!the!given!questions!encourage!learners!to!develop!a!
deep!understanding!of!the!content!and!their!connections,!and!helps!them!to!build!skills!in!order!to!

Rinebarger!30!

apply!their!knowledge!in!meaningful!ways.!!Meeting!standards!9!and!10!are!addressed!in!the!following!
paragraphs.!!
!

The!rock!cycle!lesson!plan!was!designed!for!3rdT5th!grade!use!and!can!be!adapted!to!meet!the!

needs!of!diverse!learners.!!The!included!worksheets!and!assessment!align!with!the!indicated!standard!
and!support!students!in!meeting!the!stated!objective.!!The!lesson!observation!is!also!included!because!I!
feel!that!its!important!to!reflect!on!both!my!opinion!of!how!the!lesson!went!as!well!as!my!observers!
thoughts!and!suggestions.!
!

Overall,!my!lesson!went!really!well.!!I!enjoyed!working!with!the!students!and!they!seemed!to!

like!having!me!as!a!teacher.!!I!absolutely!love!anything!that!has!to!do!with!geology!so!teaching!this!
lesson!was!really!fun!for!me!as!well.!!Engagement!was!a!simple!task!because!the!students!had!been!
working!with!the!rock!kits!for!a!few!days!and!were!already!assigned!to!groups.!!The!Exploration!was!
partly!review!for!them!and!the!students!were!easily!able!to!group!rocks!according!to!different!
characteristics.!!I!enjoyed!guiding!their!thoughts!as!I!walked!around!to!each!table.!!During!the!
Explanation!step!is!where!I!had!the!most!trouble!keeping!the!students!on!task!because!they!were!
supposed!to!read!two!pages!in!their!notebooks.!!I!realize!now!that!I!should!have!read!the!two!pages!out!
loud!and!had!them!follow!along!in!order!to!keep!them!on!task!and!to!save!time.!!The!Elaboration!step!
was!my!favorite!because!the!students!were!all!fascinated!by!the!rock!cycle!and!liked!drawing!and!
coloring!the!volcano.!!For!the!Evaluation,!almost!every!student!was!able!to!complete!the!worksheet!with!
at!least!80%!accuracy,!so!I!would!say!that!the!lesson!was!a!success!!!I!incorporated!an!ELA!standard!in!
this!part!of!the!lesson,!but!I!see!how!easily!a!math!standard!could!be!added!as!well.!!If!I!were!to!do!the!
lesson!again,!I!would!review!each!step!to!see!how!I!could!cut!back!on!time!because!the!lesson!took!a!lot!
longer!than!I!had!expected.!!I!would!also!read!a!few!books!to!better!familiarize!myself!with!the!rock!
cycle!and!each!type!of!rock!the!students!had!in!their!kits.!!There!are!so!many!resources!available!for!
science!professional!development!including!local!professional!development!indexers,!nsta.org,!and!the!

Rinebarger!31!

Internet!in!general.!!Seeking!out!these!resources!would!help!both!the!students!and!I!understand!the!
concept!more!inTdepth.!!Before!beginning!the!unit!on!rocks,!I!would!ask!students!if!any!of!their!parents!
have!jobs!in!that!field.!!If!not,!I!would!try!to!find!a!geologist!or!volcanologist!to!come!in!and!talk!about!
their!job!and!experiences.!!All!of!these!professional!development!and!collaboration!opportunities!meet!
InTASC!standards!9,!professional!learning!and!ethical!practice,!and!10,!leadership!and!collaboration.!!
Rocks!seem!so!boring!to!look!at,!but!if!students!know!what!theyre!looking!at!and!see!that!people!
actually!have!careers!in!which!they!study!rocks,!students!will!hopefully!realize!that!rocks!are!awesome!!
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