5th Grade Science€¦ · Trademarked Skyline Education, Inc., June 2010 Cannot be reproduced without permission 5th Grade Science Objectives, Block 1 Strand & Concept Objective Standards

5th Grade Science, 2010 Curricular Guide 1

Trademarked Skyline Education, Inc., June 2010

Cannot be reproduced without permission

5th Grade Science




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An Introduction to Curriculum Mapping and Standards Log Objectives are mapped according to when they should be introduced and when they should be assessed throughout the block (K-8), or course (7-12). A record of when all objectives are introduced and assessed is to be kept through the course map and log, using the month, day, and year introduced. Objectives only have to be reviewed if assessment is not 80% students at 80% mastery. **In some cases, it is not necessary to teach the standards if 80% students are at 80% mastery when pretested. However, if less than 80% students achieve 80% mastery, it is necessary to give instruction and a posttest.** The curriculum is standards-based, and it is the Skyline philosophy to use “Backwards Design” when lesson planning. Backwards Design starts with standards, and from there, an assessment is created in alignment with the standards; next, the instruction for that assessment and those standards is created. Also, all standards addressed for instruction and assessment should be visibly posted in the classroom, along with student-friendly wording of the objectives. Assessments for mastery are to be summative, or cumulative in nature. Formative assessments are generally quick-assessments where the teacher can gauge whether or not student-learning is acquired. Curriculum binders are set up to have a master of each grade or content level, as well as a teacher’s copy, which is to serve as a working document. Teachers may write in the teacher’s binder to log standards, suggest remapping, adjust timing, and so on. The curriculum mapping may be modified or adjusted as necessary for individual students and classes, as well as available resources, within reason. Major changes are to be submitted to the school’s Professional Learning Community, Administration, and the Board. Any questions, please contact Meghan Dorsett, Director of Curriculum, Instruction, and Assessment, at [email protected], [email protected], C(480) 518-7664.

mailto:[email protected]

mailto:[email protected]




Suggested Methods of Activity and Instruction Teacher Modeling

Learning Centers

Learning Stations

Anchor Activities

Group Work

Small Group Discussion

Independent Study

Mentor Study

Think/Pair/Share

Total Physical Response

Graphic Organizers

Tiered Assignments

Literature Circles

Experiment

Rigor/Relevance: Quadrant “D” Learning

Drama/Skits/Plays

Arts Integration Projects

Simulations

Data Collection

Lecture

Whole Group Debate

Learning Games

Learning Contracts

Curriculum Compacting

Flexible Pacing

Self-Directed Learning

Problem-Based Learning

Conferencing

Seminars

Real-World Scenarios




Suggested Methods of Assessment FORMATIVE (Grades are not necessarily assigned for all formative assessments)

SUMMATIVE

Quick-write

Quick-draw

Verbal response

Asking questions

Interaction during activities

Pretests

Learning games

Web/Computer-based assessments

Homework/Class Work

Notes

Pop quizzes

Criteria and goal setting

Teacher observations

Self and peer assessment

Student record keeping

Graphic Organizers

Standardized Tests

State Assessments

Student Portfolio

Interdisciplinary projects

Student-Teacher conference narratives

Posttests

District/School/Course/Content tests

Chapter/Unit Tests




5th Grade Science Objectives, Block 1

Strand & Concept Objective Standards Log

Strand 5: Physical Science Concept 1: Properties and Changes of Properties in Matter Understand physical and chemical properties of matter

PO 1. Identify that matter is made of smaller units called: • molecules (e.g., H2O, CO2) • atoms (e.g., H, N, Na)

Introduced

Assessed (80%@80%)

Review

PO 2. Distinguish between mixtures and compounds.

Introduced

Assessed (80%@80%)

Review

PO 3. Describe changes of matter: • physical – cutting wood, ripping paper, freezing water • chemical – burning of wood, rusting of iron, milk turning sour

Introduced

Assessed (80%@80%)

Review






Strand 5: Physical Science Concept 2: Motion and Forces Understand the relationship between force and motion.

PO 1. Describe the following forces: • gravity • friction

Introduced

Assessed (80%@80%)

Review

PO 2. Describe the various effects forces can have on an object (e.g., cause motion, halt motion, change direction of motion, cause deformation).

Introduced

Assessed (80%@80%)

Review

PO 3. Examine forces and motion through investigations using simple machines (e.g., wedge, plane, wheel and axle, pulley, lever).

Introduced

Assessed (80%@80%)

Review

PO 4. Demonstrate effects of variables on an object’s motion (e.g., incline angle, friction, applied forces).

Introduced

Assessed (80%@80%)

Review





Strand & Concept

Objective Standards Log

Strand 3: Science in Personal and Social Perspectives Concept 2: Science and Technology in Society Develop viable solutions to a need or problem.

PO 1. Describe the relationship between science and technology.

Introduced

Assessed (80%@80%)

Review

PO 2. Explain how scientific knowledge, skills, and technological capabilities are integral to a variety of careers.

Introduced

Assessed (80%@80%)

Review

PO 3. Design and construct a technological solution to a common problem or need using common materials.

Introduced

Assessed (80%@80%)

Review





Strand & Concept

Objective Standards Log

Strand 4: Life Science Concept 1: Structure and Function in Living Systems Understand the relationships between structures and functions of organisms.

PO 1. Identify the functions and parts of the skeletal system: • protection – rib cage, cranium • support – vertebrae • movement – pelvis, femur, hip

Introduced

Assessed (80%@80%)

Review

PO 2. Identify the following types of muscles: • cardiac – heart • smooth – stomach • skeletal – biceps

Introduced

Assessed (80%@80%)

Review

PO 3. Identify the functions and parts of the nervous system: • control center – brain • relay mechanism – spinal cord • transport messages – nerves

Introduced

Assessed (80%@80%)

Review

PO 4. Distinguish between voluntary and involuntary responses.

Introduced

Assessed (80%@80%)

Review





Strand & Concept Objective Standards Log Strand 2: History and Nature of Science Concept 1: History of Science as a Human Endeavor Identify individual and cultural contributions to scientific knowledge.

PO 1. Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations (e.g., Margaret Mead [anthropologist], supports Strand 4; Nikola Tesla [engineer, inventor] supports Strand 5; Michael Faraday [scientist], supports Strand 5; Benjamin Franklin [scientist], supports Strand 5).

Introduced

Assessed (80%@80%)

Review

PO 2. Describe science-related career opportunities.

Introduced

Assessed (80%@80%)

Review






Strand 3: Science in Personal and Social Perspectives Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and the environment.

PO 1. Explain the impacts of natural hazards on habitats (e.g., global warming, floods, asteroid or large meteor impacts).

Introduced

Assessed (80%@80%)

Review

PO 2. Propose a solution, resource, or product that addresses a specific human, animal, or habitat need.

Introduced

Assessed (80%@80%)

Review

PO 3. Evaluate the possible strengths and weaknesses of a proposed solution to a specific problem relevant to human, animal, or habitat needs.

Introduced

Assessed (80%@80%)

Review






Strand 6: Earth and Space Science Concept 2: Earth’s Processes and Systems Understand the processes acting on the Earth and their interaction with the earth systems.

PO 1. Describe how the Moon’s appearance changes during a four-week lunar cycle.

Introduced

Assessed (80%@80%)

Review

PO 2. Describe how Earth’s rotation results in day and night at any particular location.

Introduced

Assessed (80%@80%)

Review

PO 3. Distinguish between revolution and rotation.

Introduced

Assessed (80%@80%)

Review

PO 4. Describe the role of gravity as an attractive force between celestial objects.

Introduced

Assessed (80%@80%)

Review






Strand 6: Earth and Space Science Concept 3: Earth in the Solar System Understand the relationships of the Earth and other objects in the solar system.

PO 1. Identify the known planets of the solar system.

Introduced

Assessed (80%@80%)

Review

PO 2. Describe the distinguishing characteristics of the known planets in the solar system.

Introduced

Assessed (80%@80%)

Review

PO 3. Describe various objects in the sky (e.g., asteroids, comets, stars, meteors/shooting stars).

Introduced

Assessed (80%@80%)

Review

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

Introduced

Assessed (80%@80%)

Review

PO 5. Explain the apparent motion of the Sun and stars.

Introduced

Assessed (80%@80%)

Review

PO 6. Describe efforts to explore space (e.g., Apollo missions, space shuttles, Hubble space telescope, space probes). (See Strand 2)

Introduced

Assessed (80%@80%)

Review






Strand 2: History and Nature in Science Concept 2: Nature of Scientific Knowledge Understand how science is a process for generating 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).

Introduced

Assessed (80%@80%)

Review

PO 2. Explain the cycle by which new scientific knowledge generates new scientific inquiry.

Introduced

Assessed (80%@80%)

Review

PO 3. Describe how scientific knowledge is subject to modification and/or change as new information/technology challenges prevailing theories.

Introduced

Assessed (80%@80%)

Review

PO 4. Compare collaborative approaches that scientists use for investigations (e.g., teams, individual with peer review).

Introduced

Assessed (80%@80%)

Review

PO 5. Describe qualities of the scientists’ habits of mind (e.g., openness, skepticism, integrity, tolerance).

Introduced

Assessed (80%@80%)

Review






Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Observe, ask questions, and make predictions.

PO 1. Formulate a relevant question through observations that can be tested by an investigation. (See M05-S2C1-01)

Introduced

Assessed (80%@80%)

Review

PO 2. Formulate predictions in the realm of science based on observed cause and effect relationships.

Introduced

Assessed (80%@80%)

Review

PO 3. Locate information (e.g., book, article, website) related to an investigation. (See W-E8-01)

Introduced

Assessed (80%@80%)

Review






Strand 1: Inquiry Process Concept 2: Scientific Testing Investigating and Modeling) Participate in planning and conducting investigations, and recording data.

PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

Introduced

Assessed (80%@80%)

Review

PO 2. Plan a simple investigation that identifies the variables to be controlled.

Introduced

Assessed (80%@80%)

Review

PO 3. Conduct simple investigations (e.g., related to forces and motion, earth processes) based on student-developed questions in life, physical, and earth and space sciences.

Introduced

Assessed (80%@80%)

Review

PO 4. Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary). (See M05-S4C4-01)

Introduced

Assessed (80%@80%)

Review

PO 5. Record data in an organized and appropriate format (e.g., t-chart, table, list, written log).

Introduced

Assessed (80%@80%)

Review






Strand 1: Inquiry Process Concept 3: Analysis and Conclusions Organize and analyze data; compare to predictions.

PO 1. Analyze data obtained in a scientific investigation to identify trends and form conclusions. (See M05-S2C1-03)

Introduced

Assessed (80%@80%)

Review

PO 2. Analyze whether the data is consistent with the proposed explanation that motivated the investigation.

Introduced

Assessed (80%@80%)

Review

PO 3. Evaluate the reasonableness of the outcome of an investigation.

Introduced

Assessed (80%@80%)

Review

PO 4. Develop new investigations and predictions based on questions that arise from the findings of an investigation.

Introduced

Assessed (80%@80%)

Review

PO 5. Identify possible relationships between variables in simple investigations (e.g., time and distance; incline and mass of object).

Introduced

Assessed (80%@80%)

Review





Strand 1: Inquiry Process Concept 4: Communication Communicate results of investigations.

PO 1. Communicate verbally or in writing the results of an inquiry. (See W-E6-01)

Introduced

Assessed (80%@80%)

Review

PO 2. Choose an appropriate graphic representation for collected data: • bar graph • line graph • Venn diagram • model (See M05-S2C1-02)

Introduced

Assessed (80%@80%)

Review

PO 3. Communicate with other groups or individuals to compare the results of a common investigation.

Introduced

Assessed (80%@80%)

Review





See Health Education Curriculum.




Online Resources for Content AZ/ADE Comprehensive Links for AIMS, Standards, Vision, Vocabulary, Rubrics, etc.: http://www.ade.az.gov/K12Literacy/langarts.asp Arizona ELP Information and Standards: http://www.ade.state.az.us/oelas/

Online Resources for Instructional Methods Rigor and Relevance Framework: http://www.leadered.com/rrr.html http://rigor-relevance.com/ http://www.edteck.com/wpa/index.htm www.leadered.com/pdf/Academic_Excellence.pdf 21st Century Leaner: http://www.ala.org/ http://www.p21.org/ http://dpi.wi.gov/cal/iecouncil.html Character Education: http://goodcharacter.com/ http://charactercounts.org/ http://www.ade.state.az.us/charactered/ Bloom’s Taxonomies: http://www.nwlink.com/~Donclark/hrd/bloom.html Multiple Intelligences: http://www.thomasarmstrong.com/multiple_intelligences.htm http://www.infed.org/thinkers/gardner.htm http://literacyworks.org/mi/assessment/findyourstrengths.html Project-based Learning: http://www.edutopia.org/project-based-learning-research http://pblchecklist.4teachers.org/ http://en.wikipedia.org/wiki/Project-based_learning http://www.pbl-online.org/ http://www.bie.org/index.php/site/PBL/overview_pbl/ http://www.edutopia.org/project-based-learning-research Power Point Games: http://jc-schools.net/tutorials/PPT-games/

http://www.ade.az.gov/K12Literacy/langarts.asp

http://www.ade.state.az.us/oelas/

http://www.leadered.com/rrr.html

http://rigor-relevance.com/

http://www.edteck.com/wpa/index.htm

http://www.leadered.com/pdf/Academic_Excellence.pdf

http://www.ala.org/

http://www.p21.org/

http://dpi.wi.gov/cal/iecouncil.html

http://goodcharacter.com/

http://charactercounts.org/

http://www.ade.state.az.us/charactered/

http://www.nwlink.com/~Donclark/hrd/bloom.html

http://www.thomasarmstrong.com/multiple_intelligences.htm

http://www.infed.org/thinkers/gardner.htm

http://literacyworks.org/mi/assessment/findyourstrengths.html

http://www.edutopia.org/project-based-learning-research

http://pblchecklist.4teachers.org/

http://en.wikipedia.org/wiki/Project-based_learning

http://www.pbl-online.org/

http://www.bie.org/index.php/site/PBL/overview_pbl/

http://www.edutopia.org/project-based-learning-research

http://jc-schools.net/tutorials/PPT-games/

Documents

5th Grade Science€¦ · Trademarked Skyline Education, Inc., June 2010 Cannot be reproduced without permission 5th Grade Science Objectives, Block 1 Strand & Concept Objective Standards