5th Grade Science

course description

In accordance with New York State Science Learning Standards (NYSSLS) the science curriculum is made up of three dimensions (science and engineering, disciplinary core ideas, and crosscutting concepts) and provides students with a context for the content of science, how science knowledge is acquired and understood, and how the sciences are connected through concepts that have universal meaning across the disciplines. Over the course of a school year we will be studying 4 units, How can we predict change in ecosystems?, How can we provide fresh water to those in need?, How can we identify materials based on their properties?, and How can we use the sky to navigate?.

New York State Science Learning Standards 3-5

Unit 1

How can we predict change in ecosystems?

September-October

I can identify verbally, in writing, or with a model the two matter components that a plants needs in order to grow.
I can explain verbally, in writing, or with a model that when an organic object decomposes that the matter it was made out of is converted into other matter or used by other organisms.
I can create a model to show the flow of matter and energy in an ecosystem.
I can use a model to show and make evidence based predictions about changes in the ecosystem of native organisms and make evidence predictions about the introduction of a non-native species.

Unit 2

How can we provide fresh water to those in need?

November- December

I can label what sphere each component of the earth systems belongs to.
I can use a model to describe one cause and effect relationship between earth's sphere in writing or verbally.
I can create a chart that shows the percentage of freshwater to saltwater on Earth.
I can list where freshwater is found on earth and indicate which one of those sources is not easily accessible.
I can write a short letter to a freshwater stakeholder and provide them with one strategy of how they can use less freshwater.
I can design on paper and create experimental models of real world systems.
I can predict , identify, and record failure points within an experimental model and create fair tests in order to improve that model.

Unit 3

How can we identify materials based on their properties?

February- April

I can make and record observations, measurements, and conduct investigations in order to identify materials based on their properties.

Unit 4

How can we use the sky to navigate?

June

I can create models and make observations in order to make and support a claim that the earth is a sphere in writing.
I can create models and make observations in order to make and support a claim that gravity pulls towards the center of the earth in writing.
I can explain by drawing a model, in writing, or verbally, why some objects seem brighter and or larger than others in the sky.
I can explain by drawing a model, in writing or verbally, how the earth's rotation on an axis creates different patterns in shadows, and star movement.
I can explain by drawing a model, in writing or verbally, how the earth's orbit around the sun creates different patterns in our seasons.

New York State Grades 3-5 Science Learning Standards 🔍

New York State Science Learning Standards Connections:

Unit 1: How can we predict change in ecosystems?

ELA/Literacy –

Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. 5R1(5-LS1-1)
Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. 5R7 (5-PS3-1),(5-LS2-1)
Write an argument to support claims with clear reasons and relevant evidence. 5W1 (5-LS1-1)
Include digital media and/or visual displays in presentations to emphasize and enhance central ideas or themes. 5SL5 (5-PS3-1),(5-LS2-1)

Mathematics –

Reason abstractly and quantitatively. MP.2 (5-LS1-1),(5-LS2-1)
Model With Mathematics. MP.4 (5-LS1-1),(5-LS2-1)
Use appropriate tools strategically. MP.5 (5-LS1-1)
Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions in solving multi-step, real world problems. NY-5.MD.1 (5-LS1-1)

Unit 2: How can we provide fresh water to those in need?

ELA/Literacy –

Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. 5R1 (5-ESS3-1)
Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. 5R7 (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
Recall relevant information from experiences or gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of sources. 5W7 (5-ESS2-2),(5-ESS3-1)
Draw evidence from literary or informational texts to support analysis, reflection, and research. 5W8 (5-ESS3-1)
Include digital media and/or visual displays in presentations to emphasize and enhance central ideas or themes.5SL5 (5-ESS2-1),(5-ESS2-2)

Mathematics –

Reason abstractly and quantitatively.MP.2 (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
Model with Mathematics. MP.4 (5-ESS2-1),(5-ESS2-2),(5-ESS3-1)
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. NY-5.G.2 (5-ESS2-1)

Unit 3: How can we identify materials based on their properties?

ELA/Literacy –

Conduct research to answer questions, including self-generated questions, and to build knowledge through investigation of multiple aspects of a topic using multiple sources. 5W6 (5-PS1-2),(5-PS1-3),( 5-PS1-4)
Recall relevant information from experiences or gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of sources. 5W7(5-PS1-2),(5-PS1-3),(5-PS1-4)
Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the Grade 5 Reading Standards. 5W5 (5-PS1- 2),(5-PS1-3),(5-PS1-4)

Mathematics –

Reason abstractly and quantitatively. MP.2 (5-PS1-1),(5-PS1-2),(5-PS1-3)
Model with mathematics. MP.4 (5-PS1-1),(5-PS1-2),(5-PS1-3)
Use appropriate tools strategically. MP.5 (5-PS1-2),(5-PS1-3)
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. NY-5.NBT.1 (5-PS1-1)
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. NY-5.NF.7 (5-PS1-1)
Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions in solving multi-step, real-world problems. NY-5.MD.1 (5-PS1-2)
Recognize volume as an attribute of solid figures and understand concepts of volume measurement. NY-5.MD.3 (5-PS1-1)

Unit 4: How can we use the sky to navigate?

ELA/Literacy –

Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. 5R1 (5-PS2-1),(5-ESS1-1)
Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. 5R7 (5-ESS1-1)
Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims. 5R8 (5-ESS1-1)
Write an argument to support claims with clear reasons and relevant evidence. 5W1 (5-PS2-1), (5-ESS1-1)
Include digital media and/or visual displays in presentations to emphasize and enhance central ideas or themes. 5SL5 (5-ESS1-2)

Mathematics –

Reason abstractly and quantitatively. MP.2 (5-ESS1-1),(5-ESS1-2)
Use appropriate tools strategically. MP.5 (5-ESS1-1),(5-ESS1-2)
Use whole-number exponents to denote powers of 10. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. NY-5.NBT.2 (5-ESS1-1)
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. NY-5.G.2 (5-ESS1-2)

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