5th Grade Dream Team

Unit 2: Motion and Stability

The following are the standards the students will need to master this unit.

PS 5.2.1

Students understand that forces can cause an object to start, stop, change speed or direction.
Students explain how factors including gravity, change in mass, and friction cause changes to an object’s motion.
- Gravity- a non-contact force, pulls all objects towards the center of the Earth.
- Change in mass- increase/decrease in mass requires increase/decrease in force needed to change motion
- Friction- is a contact force that is created anytime two surfaces move or try to move across each other.
  - Students know friction opposes motion causing moving objects to slow down or stay in place.
  - Students explain how increasing or decreasing friction changes an object’s motion.
Students know the greater a force is, the greater the change in motion it produces. The greater the mass of the object being acted on, the less the effect of the same force

PS 5.2.2

Students know that it is possible to measure the motion of an object based on the distance it travels in a certain amount of time.

Content Terminology/Academic Language:

Unit 1: Matter and Interactions

The following are the standards the students will need to master this unit.

PS 5.1.1

Students know that the weight of an object is equal to the weight of the sum of its parts. This is true in all closed systems.
Students compare the weight of an object before and after an interaction (e.g., interactions may include tearing, combining, filtering, adding or removing heat, rearranging, cutting, etc.)

PS 5.1.2

Students summarize observable changes not resulting in new materials with different properties [e.g., dissolving (which is a change in state), crushing metal cans].
Students summarize observable changes that result in the formation of new materials with different properties (e.g., decaying, spoiling; burning; rusting).
Students observe properties of substances before and after the interaction to identify evidence that may indicate a new substance is formed (e.g., color change, odor produced, formation of bubbles (gas), temperature change).
Emphasis is on observable changes in properties. Understanding that chemical changes involve the rearrangement of atoms is beyond the standard.

PS 5.1.3

Students know that heating and cooling can cause changes in the properties of materials, but not all materials respond the same way to being heated or cooled.
Students give examples of real world instances of change (e.g., changing state, expanding or contracting, heat up or cool down faster).
Students know many kinds of changes occur faster at higher temperatures.
Students compare materials that conduct heat with those that insulate.
Students give examples of materials and practical applications (e.g., items that insulate -wooden handles, silicone cooking mitts, insulated cups; items that conduct- copper bottoms on cooking pots heat up and distribute heat more evenly).

Content Terminology/Academic Language:

In our science class, students will:

Learn the Scientific Method – Ask questions, make predictions, test ideas, and draw conclusions.
Do Hands-On Experiments – Bring learning to life through exciting lab activities.
Explore How Our World Works – Discover the amazing systems and patterns that shape our daily lives.

Topics We’ll Cover This Year:

Assessment:

Students will take the Science End-of-Grade (EOG) Test at the end of the year.
This is a new experience for them, so we will prepare together throughout the year.

Our Goal:

To inspire curiosity, encourage discovery, and help students understand the science in the world around them.

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