LEAD Science 5 Scope 2013 - 2014

LEAD Science Topic Strands & TN State Standards Aligned SPI(s)

Engineering, Technology and Applications of Science [ETS]

Rationale: I took the TN State Science Standards and aligned them to the Next Generation Science
Earth and Space Science [ESS] Life Science [LS] Physical Science [PS]
Standards. This is my second draft of unpacking the standards. Some of the unpacking benchmarks are rather rigorous and are meant as guidelines to differentiate content and practices to a wide range of learners. Hyperlinks lead to the NGSS framework pages with specific alignments between Disciplinary Core Ideas (DCI), Science and Engineering Practices, and Cross-Cutting Concepts, as well as alignment to Common Core Standards to Mathematics and English Language Arts. Your critical feedback is much appreciated and can be posted at CCP Science 5 Curriculum Page or emailed directly to cguanajuato@cameroncollegeprep.org.

Engineering, Technology and Applications of Science [ETS]

5
Experimental Design [ED]
Aligned to TN State Standards SPI(s): Inq.1 Select an
investigation that could be used to answer a specific question.

5.ETS.ED [Experimental Design] Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. 5.ETS.ED.1 Explore different scientific phenomena by asking questions. o 5.ETS.ED.1.1 Write a detailed and descriptive observation that includes qualitative and quantitative measures, including measurements and sketches.

5.ETS.ED.2 Identify whether a question is a testable question. 5.ETS.ED.3 Write a testable question in the proper format, How will [one variable I change] affect [the outcome of what is measured]? 5.ETS.ED.4 Recognize the variables that need to be controlled in order for the experiment to be considered fair.

Use of Scientific Tools [ST]

5.ETS.ST [Use of Scientific Tools] Select tools and procedures needed to conduct a simple experiment.

5.ETS.ST.1 Identify common scientific tools and what they measure, such as a thermometer, graduated cylinder, beaker, ruler (metric), timer, and pan balance (scale).
5.ETS.ST.2 Select and use the appropriate tools, with guidance, to investigate a specific question. o 5.ETS.ST.2.1 Identify dimensions, such as length, width, height, speed, acceleration, temperature, volume, and record the units of measure associated with a scientific tool, such as Fahrenheit and Celsius for temperature; liters for volume of liquid; the Newton for unit of force, grams for mass; milliseconds/ seconds/ minutes/hours for time.

Data Analysis [DA]

5.ETS.DA [Data Analysis] Record raw data into a given table, graph, or diagram.
5.ETS.DA.1 Maintain a science notebook that includes observations, questions, hypotheses, procedure, materials, data, diagrams, and explanations. 5.ETS.DA.2 Identify the key parts of a table, graph or diagram. 5.ETS.DA.3 Interpret the results of a set of recorded data.

LEAD Science 5 Scope 2013 - 2014

Explanation and Communication of Results [EC]

5.ETS.EC [Explanation and Communication of Results]Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.
5.ETS.EC.1 Draw a conclusion based on findings from multiple investigations of similar phenomena. 5.ETS.EC.2 Compare the results of an investigation with what scientists already accept about this question. 5.ETS.EC.3 Effectively communicate the results gathered from an investigation in written, visual and/or verbal formats. o o o 5.ETS.EC.3.1 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations. 5.ETS.EC.3.2 Recognize a faulty interpretation of data that is due to experimental error. 5.ETS.EC.3.3 Recognize that people may interpret the same results in different ways.

Engineering Design [ED]

Aligned to TN State Standards SPI(s): T/E 1: Select a tool,
technology, or invention that was used to solve a human problem.

5.ETS.ED [Engineering Design] Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5.ETS.ED.1 Select and conduct research on a tool, technology, or invention that was used to solve a human problem. 5.ETS.ED.2 Explain how a tool, technology, or invention impacted people and other living organisms. 5.ETS.ED.3 Describe how a tool, technology, or invention helped to address a question or solve a problem. 5.ETS.ED.4 Determine criteria to evaluate the effectiveness of a solution to a specified problem. 5.ETS.ED.5 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

T/E 2: Recognize the

connection between a scientific advance and the development of a new tool or technology.

LEAD Science 5 Scope 2013 - 2014

LEAD Science Topic Strands & TN State Standards Aligned SPI(s)

Engineering, Technology and Applications of Science [ETS]

Earth and Space Science [ESS]

Rationale: I took the TN State Science Standards and aligned them to the Next Generation Science
Life Science [LS] Physical Science [PS]
Standards. This is my second draft of unpacking the standards. Some of the unpacking benchmarks are rather rigorous and are meant as guidelines to differentiate content and practices to a wide range of learners. Hyperlinks lead to the NGSS framework pages with specific alignments between Disciplinary Core Ideas (DCI), Science and Engineering Practices, and Cross-Cutting Concepts, as well as alignment to Common Core Standards to Mathematics and English Language Arts. Your critical feedback is much appreciated and can be posted at CCP Science 5 Curriculum Page or emailed directly to cguanajuato@cameroncollegeprep.org.

Earth and Space Science [ESS]

5
Stars and the Solar System / Space Systems [SS]
Aligned to TN State Standards SPI(s): o 6.1 Distinguish among
the planets according to their known characteristics such as appearance, location, composition, and apparent motion.

5.ESS.SS.1 [Stars and the Solar System] Analyze information about the major components of the universe. o o 5.ESS.SS.1.1 Identify the major structures of the universe by relative size, from smallest to largest, including moons, planets, solar systems, and galaxies. 5.ESS.SS.1.2 Support an argument that the gravitational force exerted by Earth on objects is directed down. 5.ESS.SS.1.2.1 Infer that celestial bodies, such as moons, planets, and stars exert a gravitational force on each other that results in observable and predictable patterns of motion.

5.ESS.SS.1.3 Understand the unit of measure of a light year by using an example of how long it takes for light from our star to travel from its position to us on Earth. 5.ESS.SS.1.3.1 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.

5.ESS.SS.1.4 Develop a chart that communicates the major characteristics of each planet in order from closest to furthest from the sun. 5.ESS.SS.1.4.1 Distinguish among the planets according to their known characteristics such as appearance, location, composition, and apparent motion.

6.2 Select information

from a complex data representation to draw conclusions about the planets.

5.ESS.SS.1.5 Select information from a table to draw conclusions about the planets densities, size, number of moons, orbit time, distance from the sun, temperature, and atmospheric compositions.

5.ESS.SS.2 Obtain, evaluate, and communicate information describing the roles of science and technology in the design process for developing and refining devices to understand the universe. o 5.ESS.SS.2.1 Develop explanations for how patterns and the position of stars and constellations can be used to navigate on Earth. o 5.ESS.SS.2.1.1 Recognize that star charts can be used to locate and identify star patterns, while telescopes are used to view objects in the cosmos more closely. 5.ESS.SS.2.1.2 Use images of the night sky to identify different seasonal star patterns (constellations).

6.3 Identify methods

and tools for identifying star patterns.

5.ESS.SS.2.2 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.

LEAD Science 5 Scope 2013 - 2014

5.ESS.ESI.1 Compare geologic events responsible for the earths major geological features. o
o

Earth Systems and their Interactions [ESI]

Aligned to TN State Standards SPI(s): 7.1 Describe internal
forces such as volcanoes, earthquakes, faulting, and plate movements that are responsible for the earths major geological features, such as mountains, valleys, etc.

5.ESS.ESI.1.1 Provide evidence that Earth is spherical and the gravitational force of the Earth causes objects near the surface to be pulled toward the planets center. 5.ESS.ESI.1.2 Understand the concept of geological time by referring to scale and geological evidence.
5.7

o o o o

5.ESS.ESI.1.3 Identify the major structures and features of the earth, including, inner core, outer core, mantle, crust, mountains, valleys, trenches, glaciers, polar ice caps, coast lines, and volcanoes. 5.ESS.ESI.1.4 Describe internal forces such as volcanoes, earthquakes, faulting, erosion, and plate movements that are responsible for the earths major geological features. 5.ESS.ESI.1.5 Prepare a chart to compare how volcanoes, earthquakes, faulting, erosion and plate movements affect the earths surface features. 5.ESS.ESI.1.6 Create a model to illustrate geologic events responsible for changes in the earths crust.

The Atmosphere[A]
Aligned to TN State Standards SPI(s): 8.1 Describe the effects of
the oceans on weather and climate.

5.ESS.A.1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. o 5.ESS.A.1.1 Define weather, atmosphere, and climate. o 5.ESS.A.1.2 Draw a diagram to illustrate the water cycle, including evaporation, condensation, and precipitation. o 5.ESS.A.1.2.a Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

5.ESS.A.1.3 Obtain and communicate information about the various forms of water on Earth 5.ESS.A.1.3.1 Use a map or globe to identify and name the major landforms and bodies of water on Earth, such as the continents, oceans, mountain ranges, the equator and the poles. 5.ESS.A.1.3.1.1 Identify and read various types of maps, such as topographical and weather, using longitude, latitude, and features provided in the legend. 5.ESS.A.1.3.1.a Locate and name facts about features represented on a map regarding a specific location. 5.ESS.A.1.3.2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
o

8.2 Explain how

mountains affect weather and climate.

5.ESS.A.1.3.3 Use mathematical thinking to compare the relative abundance of salt water to fresh water. 5.ESS.A.1.3.4 Analyze data to identify the major locations of fresh water.

5.ESS.A.2 Use local environmental information to analyze how weather and climate are affected by landforms and bodies of water. o 5.ESS.A.2.1 Use weather maps of the United States to graph temperature and precipitation for inland and coastal regions.

LEAD Science 5 Scope 2013 - 2014

5.ESS.A.2.2 Construct models to describe weather and climate patterns which are produced by the interactions among the atmosphere, the ocean, and landforms. 5.ESS.A.2.2.1 Use data to compare the climates of coastal and inland areas at similar latitudes to demonstrate the oceans impact on weather and climate.

5.ESS.A.3 Obtain and share information on the role of the ocean in supporting a variety of ecosystems and organisms, shaping landforms, and influencing climate. o 5.ESS.A.3.1 Use a diagram to illustrate what causes a land breeze and a sea breeze. (high and low pressure) o 5.ESS.A.3.2 Use land maps to demonstrate how mountain ranges affect weather and climate. 5.ESS.A.3.2.1 Explain how mountains affect weather and climate. (altitude, rain shadow)

Connection to TN State Standards SPI(s): 2.3 Use information

about the impact of human actions or natural disasters on the environment to support a simple hypothesis, make a prediction, or draw a conclusion.

5.ESS.A.4 Obtain and combine information about ways individual communities use science ideas to protect the Earths resources and environment. o o 5.ESS.A.4.1 Generate examples of actions individuals and communities have taken to conserve the Earths resources and environments. 5.ESS.A.4.2 Provide evidence to explain how increases in Earths temperature can affect humans and other organisms .

5.ESS.A.5 Design and evaluate a process or product to minimize unwanted outcomes of human activities on Earths systems, while increasing benefi ts and meeting societal demands

LEAD Science 5 Scope 2013 - 2014

LEAD Science Topic Strands & TN State Standards Aligned SPI(s)

Engineering, Technology and Applications of Science [ETS]

Earth and Space Science [ESS]

Life Science [LS]

Rationale: I took the TN State Science Standards and aligned them to the Next Generation Science
Physical Science [PS]
Standards. This is my second draft of unpacking the standards. Some of the unpacking benchmarks are rather rigorous and are meant as guidelines to differentiate content and practices to a wide range of learners. Hyperlinks lead to the NGSS framework pages with specific alignments between Disciplinary Core Ideas (DCI), Science and Engineering Practices, and Cross-Cutting Concepts, as well as alignment to Common Core Standards to Mathematics and English Language Arts. Your critical feedback is much appreciated and can be posted at CCP Science 5 Curriculum Page or emailed directly to cguanajuato@cameroncollegeprep.org.

Life Science [LS]

5
Cells [C]
Aligned to TN State Standards SPI(s): 1.1 Identify the major
parts of plant and animal cells such as, the nucleus, cell membrane, cell wall, and cytoplasm.

5.LS.C.1 Distinguish between the basic structure and function of plant and animal cells.

5.LS.C.1.1 Identify and label the major parts of plant and animal cells, including mitochondria, cell wall, cell membrane, nucleus, vacuole, cytoplasm, and chloroplast. 5.LS.C.1.2 Compare and contrast the basic structures and functions of plant and animal cells. 5.LS.C.1.3 Support an argument that plants get the materials they need for growth chiefly from air and water.

1.2 Compare and

contrast basic structures and functions of plant and animals cells.

Heredity [H]
Aligned to TN State Standards SPI(s): 4.1 Recognize that
information is passed from parent to offspring during reproduction.

5.LS.H.1 Describe how genetic information (DNA/genes/chromosomes) is passed from parent to offspring during reproduction. 5.LS.H.2 Recognize that some characteristics are inherited while others result from interactions with the environment. 5.LS.H.2.1 Distinguish between inherited traits and those that can be attributed to the environment.

4.2 Distinguish between

inherited traits and those that can be attributed to the environment.

LEAD Science 5 Scope 2013 - 2014

Biodiversity and Change [BC]

Aligned to TN State Standards SPI(s): 5.1 Identify physical and
behavioral adaptations that enable animals such as, amphibians, reptiles, birds, fish, and mammals to survive in a particular environment.

5.LS.BC.1 Investigate physical characteristics associated with different groups of animals. 5.LS.BC.1.1 Classify animals according to their physical characteristics. 5.LS.BC.1.2 Design a model to illustrate how an animals physical or behavioral characteristics/ adaptations enable it to survive in a particular environment.

5.LS.BC.2 Analyze fossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist. 5.LS.BC.2.1 Identify the processes associated with fossil formation. 5.LS.BC.2.2 Use fossil evidence to describe an environment from the past. 5.LS.BC.2.3 Use fossils to match a previously existing organism with one that exists today. 5.LS.BC.2.4 Explain how fossils provide information about the past.

5.2 Explain how fossils

provide information about the past.

Matter and Energy in Ecosystems [MEE]

Aligned to TN State Standards SPI(s): 3.1 Identify
photosynthesis as the food manufacturing process in plants.

5.LS.MEE.1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 5.LS.MEE.1.1 Obtain and communicate information tracing the source of energy for burning fuel or digesting food back to energy from the sun that was captured by plants through a chemical process. 5.LS.MEE.1.2 Identify the cell structure, chloroplasts, that enable plants to conduct photosynthesis. 5.LS.MEE.1.3 Identify photosynthesis as the food manufacturing process in plants. 5.LS.MEE.1.4 Compare how plants and animals obtain energy. 5.LS.MEE.1.4.1 illustrate the difference between plants and animals in the movement of food energy through an ecosystem.
5.12

5.LS.MEE.1.5 Use models to trace the cycling of particles of matter between the air and soil among plants, animals, and microbes.

3.2 Compare how plants

and animals obtain energy.

5.LS.MEE.1.6 Use models to describe how decomposition eventually restores (recycles) some materials back to the soil for plants to use. 5.LS.MEE.1.7 Ask questions about how food provides animals with the materials they need for body repair and growth and is digested by animals to release the energy they need to maintain body warmth and allow for motion.

LEAD Science 5 Scope 2013 - 2014

5.LS.MEE.2 Construct models of food webs to explain the interrelationship between plants, animals, and fungi within ecosystems. 5.LS.MEE.2.1 Describe the different types of nutritional relationships that exist among organisms, such as predator, prey, consumer (carnivore, herbivore, omnivore), producer, and decomposer. 5.LS.MEE.2.2 Distinguish among symbiotic relationships, such as mutualistic, commensal, and parasitic relationships.

2.1 Describe the

different types of nutritional relationships that exist among organisms.

2.2 Distinguish among

symbiotic, commensal, and parasitic relationships.

5.LS.MEE.3 Plan and carry out investigations to determine the role of light in plant growth. 5.L.S.MEE.4 Use information about the impact of human actions or natural disasters on the environment to support a simple hypothesis, make a prediction, or draw a conclusion. Identify and explain natural disasters and the impact of human actions. Support a conclusion about the consequences to organisms in a habitat due to natural disasters and/or the impact of human actions.

2.3 Use information

about the impact of human actions or natural disasters on the environment to support a simple hypothesis, make a prediction, or draw a conclusion.

LEAD Science 5 Scope 2013 - 2014

LEAD Science Topic Strands & TN State Standards Aligned SPI(s)

Engineering, Technology and Applications of Science [ETS]

Earth and Space Science [ESS]

Life Science [LS]

Physical Science [PS]

Rationale: I took the TN State Science Standards and aligned them to the Next Generation Science
Standards. This is my second draft of unpacking the standards. Some of the unpacking benchmarks are rather rigorous and are meant as guidelines to differentiate content and practices to a wide range of learners. Hyperlinks lead to the NGSS framework pages with specific alignments between Disciplinary Core Ideas (DCI), Science and Engineering Practices, and Cross-Cutting Concepts, as well as alignment to Common Core Standards to Mathematics and English Language Arts. Your critical feedback is much appreciated and can be posted at CCP Science 5 Curriculum Page or emailed directly to cguanajuato@cameroncollegeprep.org.

Physical Science [PS]

5
5.PS.SPM.1 Use the model that matter is made of particles too small to be seen. 5.PS.SPM.1.1 Define matter, atom, compounds, molecules, mixtures and physical states/phases. 5.PS.SPM.1.2 Understand the basic organization of the periodic table of elements and what it represents. 5.PS.SPM.1.3Describe the differences among freezing, melting, and evaporation.

Structure, Properties, and Interactions of Matter [SPM]

Aligned to TN State Standards SPI(s): 9.1 Distinguish between
physical and chemical properties.

5.PS.SPM.1.3.1 Make observations and measurements to identify materials based on their properties.

5.PS.SPM.1.4 Describe factors that influence the rate at which different types of material freeze, melt, or evaporate. 5.PS.SPM.1.5 Investigate how different types of materials freeze, melt, evaporate, or dissipate.

9.2 Describe the

differences among freezing, melting, and evaporation.

5.PS.SPM.1.5.1 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.

5.PS.SPM.1.6 Design and conduct an experiment to demonstrate how various types of matter freeze, melt, or evaporate.

5.PS.SPM.2 Investigate physical and chemical properties of materials and use the properties to distinguish one material from another. 5.PS.SPM.2.1 Distinguish between physical (state, boiling point, melting point, color, odor, texture, density, malleability, ductility, luster, conductivity, length, mass, volume) and chemical properties (acidity/pH, flammability) 5.PS.SPM.2.2 Observe and measure the simple physical and chemical properties of common substances. 5.PS.SPM.2.3 Compare the simple physical and chemical properties of common substances.

9.3 Describe factors that

influence the rate at which different types of material freeze, melt, or evaporate.

5.PS.SPM.3 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. 5.PS.SPM.4 Plan and carry out investigations to determine the effect on the total weight of a substance when the substance changes shape, phase, and/or is dissolved. 5.PS.SPM.5 Investigate and determine the effect on the total weight of matter when substances interact to form new substances.
5.17

LEAD Science 5 Scope 2013 - 2014

Energy [E]
Connections to TN State Standards SPI(s) 3.1 and 3.2. Aligned to TN State Standards SPI(s): 10.1 Differentiate
between potential and kinetic energy.

5.PS.E.1 Design an experiment to illustrate the difference between potential and kinetic energy. 5.PS.E.1.1 Define energy as the ability to make something happen or do work.

5.PS.E.1.1.a 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.

5.PS.E.1.2 Construct a simple explanation for the relationship between energy and motion. 5.PS.E.1.3 Create a poster to illustrate the major forms of energy (solar/light, nuclear, geothermal, heat, electrical, sound, chemical) 5.PS.E.1.4 Create a graphic organizer that illustrates different types of potential and kinetic energy. 5.PS.E.1.5 Carry out investigations to provide evidence that energy is transferred from place to place by sound, light, heat, electric currents, interacting magnets, and moving or colliding objects.

10.2 Use data from an

investigation to determine the method by which heat energy is transferred from one object or material to another.

5.PS.E.2 Conduct experiments on the transfer of heat energy through conduction, convection, and radiation. 5.PS.E.2.1 Describe the differences among conduction, convection, and radiation.

5.PS.E.3 Design and construct a device that converts energy from one form to another using given design criteria. 5.PS.E.3.1 Obtain and communicate information for how technology allows humans to concentrate, transport, and store energy for practical use. 5.PS.E.3.2 Design and test a solution to a problem that utilizes the transfer of electric energy in the solution using given design constraints.

Interaction of Forces and Motion [IFM]

Aligned to TN State Standards SPI(s): 12.1 Recognize that the
earth attracts objects without touching them.

5.PS.IFM.1 Design and explain an investigation exploring the earths pull on objects to support an argument that the gravitational force exerted by Earth on objects is directed down. 5.PS.IFM.1.1 Define gravity and friction (air resistance). 5.PS.IFM.1.2 Recognize that the earth attracts objects without touching them. 5.PS.IFM.1.3 Identify the force that causes objects to fall to the earth. 5.PS.IFM.1.4 Explain and give examples of how forces act at a distance. 5.PS.IFM.1.5 Demonstrate how the shape of an object affects how it falls toward the earth. 5.PS.IFM.1.6 Use data to determine how shape affects the rate at which a material falls to earth.

12.2 Identify the force

that causes objects to fall to the earth.

12.3 Use data to

determine how shape affects the rate at which a material falls to earth.

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LEAD Science 5 Scope 2013 - 2014

11.1 Explain the
relationship that exists among mass, force, and distance.

5.PS.IFM.2 Investigate the motion of objects to determine observable and measurable patterns to predict future motions. 5.PS.IFM.2.1 Define mass, force, and distance. 5.PS.IFM.2.2 Investigate the motion of objects by comparing the relative sizes and direction of forces on an object at rest to the forces on an object whose motion is changing. 5.PS.IFM.2.3 Explain the relationship that exist among mass, force, and distance travelled by reference to Newtons Laws of Motion. o o o 5.PS.IFM.2.3.1 Use models to explain the effects of balanced and unbalanced forces on a system. 5.PS.IFM.2.3.2 Predict how the amount of mass affects the distance traveled given the same amount of applied force. 5.PS.IFM.2.3.3 Prepare statements about the relationship among mass, applied force, and distance traveled.

5.PS.IFM.2.4 Design and conduct experiments using a simple experimental design to demonstrate the relationship among mass, force, and distance traveled.

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