Embedded Files
5th Grade Science Curriculum Map
The 5th Grade Science Curriculum Map outlines the following information:
- Recommended pacing, scope, and sequence for each unit.
- Alignment with standards, conceptual understandings, and performance indicators
- Links to Unit Concept Storyboard Maps, Content and SEP Support Documents, and Curriculum Guides
- Details for Evidence of Understanding, Essential Learning Experiences, and Suggested Learning Engagements
- Where appropriate, alignment with specific FOSS, DSM, GEMS, and STC kit Activities and Investigations
Standards
- 5.L.4A.1 Analyze and interpret data to summarize the abiotic factors (including quantity of light and water, range of temperature, salinity, and soil composition) of different terrestrial ecosystems and aquatic ecosystems.
- 5.L.4A.2 Obtain and communicate information to describe and compare the biotic factors (including individual organisms, populations, and communities) of different terrestrial and aquatic ecosystems.
- 5.L.4B.1 Analyze and interpret data to explain how organisms obtain their energy and classify an organisms as producers, consumers (including herbivore, carnivore, and omnivore), or decomposers (such as fungi and bacteria).
- 5.L.4B.2 Develop and use models of food chains and food webs to describe the flow of energy in an ecosystem.
- 5.L.4B.3 Construct explanations for how organisms interact with each other in an ecosystem (including predators and prey, and parasites and hosts).
- 5.L.4B.4 Construct scientific arguments to explain how limiting factors (including food, water, space, and shelter) or a newly introduced organism can affect an ecosystem.
Unit Focus
- The focus of this is unit is for students to gather information from various sources, including observational and measurement data to describe the abiotic and biotic factors and interactions among organisms in an ecosystem. Students will gather information to describe how abiotic and biotic factors influence the organisms in an ecosystem. Students will describe the interactions among organisms in the ecosystem and how changes to these factors impact the organisms that inhabit the ecosystem.
Standards
- 5.E.3A.1 Construct explanations of how different landforms and surface features result from the location and movement of water on Earth’s surface through watersheds (drainage basins) and rivers.
- 5.E.3A.2 Develop and use models to describe and compare the characteristics and locations of the landforms on continents with those on the ocean floor (including the continental shelf and slope, the mid-ocean ridge, the rift zone, the trench, and the abyssal plain).
- 5.E.3B.1 Analyze and interpret data to describe and predict how natural processes (such as weathering, erosion, deposition, earthquakes, tsunamis, hurricanes, or storms) affect Earth’s surface.
- 5.E.3B.2 Develop and use models to explain the effect of the movement of ocean water (including waves, currents, and tides) on the ocean shore zone (including beaches, barrier islands, estuaries, and inlets).
- 5.E.3B.3 Construct scientific arguments to support claims that human activities (such as conservation efforts or pollution) affect the land and oceans of Earth.
- 5.E.3B.4 Define problems caused by natural processes or human activities and test possible solutions to reduce the impact on landforms and the ocean shore zone.
Unit Focus
- The focus of this is unit is for students to gather data from observation, measurements, and research about the characteristics of landforms and ocean floor features in order to compare these features and describe the natural processes that create them. Students will conduct investigations using stream tables to determine how weather and erosion result in landforms and coast features. Students will gather information from various sources, including maps, models, and satellite images to classify and compare landforms and ocean floor features. Students will use evidence to support claims for how human activities can impact the Earth and what can be done to reduce negative impacts of human and natural-caused events.
Standards
- 5.P.2A.1 Analyze and interpret data from observations and measurements of the physical properties of matter (including volume, shape, movement, and spacing of particles) to explain why matter can be classified as a solid, liquid or gas.
- 5.P.2B.1 Obtain and communicate information to describe what happens to the properties of substances when two or more substances are mixed together.
- 5.P.2B.2 Analyze and interpret data to support claims that when two substances are mixed the total amount (mass) of the substances does not change.
- 5.P.2B.3 Develop models using observations to describe mixtures, including solutions, based on their characteristics.
- 5.P.2B.4 Construct explanations for how the amount of solute and the solvent determine the concentration of a solution.
- 5.P.2B.5 Conduct controlled scientific investigations to test how different variables (including temperature change, particle size, and stirring) affect the rate of dissolving.
- 5.P.2B.6 Design and test the appropriate method(s) (such as filtration, sifting, attraction to magnets, evaporation, chromatography, or floatation) for separating various mixtures.
Unit Focus
- The focus of this is unit is for students to conduct investigations to gather data to support claims regarding the nature of mixtures and solutions. Students will analyze and interpret data to classify matter based on their properties. Students will gather, analyze, and interpret data from their investigations to determine what happens when different materials are mixed together. Students will conduct investigations into the variables that affect dissolving rates. Students will design solutions to the problems of separating different types of mixtures.
Standards
- 5.P.5A.1 Use mathematical and computational thinking to describe and predict the motion of an object (including position, direction, and speed).
- 5.P.5A.2 Develop and use models to explain how the amount or type of force (contact and non-contact) affects the motion of an object.
- 5.P.5A.3 Plan and conduct controlled scientific investigations to test the effects of balanced and unbalanced forces on the rate and direction of motion of objects.
- 5.P.5A.4 Analyze and interpret data to describe how a change of force, a change in mass, or friction affects the motion of an object.
- 5.P.5A.5 Design and test possible devices or solutions that reduce the effects of friction on the motion of an object.
Unit Focus
- The focus of this is unit is for students to conduct investigations to gather data to construct explanations for how different forces result in changes in motion. Students will gather data through their investigations to describe the different types of forces and to construct explanations for how balanced and unbalanced forces affect the motion of an object. Students will define problems related to friction and design solutions to either increase or decrease friction.
Harbor Seal, Volcano, Flowers, and Robot Banner Images Courtesy of National Science FoundationHurricane Banner Image Courtesy of National Oceanic and Atmospheric AdministrationGalaxy Banner Image Courtesy of NASA
Report abuse