CURRICULUM MAP INTRODUCTION...finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING

The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2015 Archdiocese of Cincinnati

CURRICULUM MAP – INTRODUCTION

The Archdiocese of Cincinnati’s 5th grade Science curriculum serves as a basis for what all students should know and be able to

do in order to become scientifically literate and equipped with knowledge for the 21st century.

The 5th grade Curriculum Map provides a framework to guide teachers with information and support for developing,

implementing, and evaluating instruction directly aligned to The New Ohio Learning Science Standards.

The 5th grade Curriculum Map, in addition to listing the science standards, incorporates all Reading, Language Arts and Writing

standards that are addressed for each lesson within each unit. A copy of Reading and Writing standards has been provided, and

are located before Unit I.



STANDARD – READING GRADE 5

READING: INFORMATIONAL TEXT

KEY IDEAS AND DETAILS

STANDARD STANDARD DESCRIPTION

RI.5.1

Quote accurately from a text when explaining what the text says explicitly and

when drawing inferences from the text.

RI.5.2

Determine two or more main ideas of a text and explain how it is supported by

key details; summarize the text.

RI.5.3

Explain the relationships or interactions between two more individuals, events,

ideas, or concepts in a historical, scientific, or technical text, based on specific

information in the text.

CRAFT AND STRUCTURE


RI.5.4

Determine the meaning of general academic and domain-specific words or

phrases in a text relevant to a grade 5 topics or subject area.

RI.5.5

Compare and contrast the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information in two or

more texts.

RI.5.6

Analyze multiple accounts of the same event or topic, noting important

similarities and differences in the point of view they represent.



INTEGRATION OF KNOWLEDGE AND IDEAS


RI.5.7

Draw on information from multiple print or digital sources, demonstrating the

ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.8

Explain how an author uses reasons and evidence to support particular points in a

text.

RI.5.9

Integrate information from several texts on the same topic in order to write or

speak about the subject knowledgeably.

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY


RI.5.10

Read and comprehend informational texts, including history/social studies,

science, and technical texts, at the high end of the grades 4-5 text complexity band

independently and proficiently.



STANDARD – ELA GRADE 5

CONVENTIONS OF STANDARD ENGLISH


L.5.1

Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

L.5.1.1

Explain the function of conjunctions, prepositions, and interjections in general and

their function in particular sentences.

L.5.1.2

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb

tenses.

L.5.1.3

Use verb tense to convey various times, sequences, states, and conditions.

L.5.1.4

Use correlative conjunctions (e.g., either/or, neither/nor)

L.5.2

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

L.5.2.1

Use punctuation to separate items in a series.

L.5.2.2

Use a comma to separate an introductory element from the rest of the sentence.

L.5.2.3

Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag

question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct

address (e.g., Is that you, Steve?).

L.5.2.4

Use underlining, quotation marks, or italics to indicate titles of works.

L.5.2.5

Spell grade-appropriate words correctly, consulting references as needed.



KNOWLEDGE OF LANGUAGE


L.5.3

Use knowledge of language and its conventions when writing, speaking, reading,

or listening.

L.5.3.1

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

L.5.3.2

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,

dramas, or poems.

VOCABULARY ACQUISITION AND USE


L.5.4

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 5 reading and content, choosing flexibly from a range of

strategies.

L.5.4.1

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the

meaning of a word or phrase.

L.5.4.2

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

meaning of a word (e.g. photograph, photosynthesis).

L.5.4.3

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and

digital, to find the pronunciation and determine or clarify the precise meaning of key

words and phrases.

L.5.5

Demonstrate understanding of figurative language, word relationships and

nuances in word meanings.

L.5.5.1

Interpret figurative language, including similes and metaphors, in context.

L.5.5.2

Recognize and explain the meaning of common idioms, adages, and proverbs.



L.5.5.3

Use the relationship between particular words (e.g., synonyms, antonyms,

homographs) to better understand each of the words.

L.5.6

Acquire and use accurately grade-appropriate general academic and domain-

specific words and phrases, including those that signal contrast, addition, and

other logical relationships (e.g., however, although, nevertheless, similarly,

moreover, in addition).



STANDARD – WRITING GRADE 5

TEXT TYPES AND PURPOSES


W.5.1

Write opinion pieces on topics or texts, supporting a point of view with reasons

and information.

W.5.1.1

Introduce a topic or text clearly, state an opinion, and create an organizational structure

in which ideas are logically grouped to support the writer’s purpose.

W.5.1.2

Provide logically ordered reasons that are supported by facts and details.

W.5.1.3

Link opinion and reasons using words, phrases, and clauses (e.g., consequently,

specifically).

W.5.1.4

Provide a concluding statement or section related to the opinion presented.

W.5.2

Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

W.5.2.1

Introduce a topic clearly, provide a general observation and focus, and group related

information logically; include formatting (e.g., headings), illustrations, and multimedia

when useful to aiding comprehension.

W.5.2.2

Develop the topic with facts, definitions, concrete details, quotations, or other

information and examples related to the topic.

W.5.2.3

Link ideas within and across categories of information using words, phrases, and

clauses (e.g., in contrast, especially).

W.5.2.4

Use precise language and domain-specific vocabulary to inform about or explain the

topic.

W.5.2.5

Provide a concluding statement or section related to the information or explanation

presented.



W.5.3

Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.

W.5.3.1

Orient the reader by establishing a situation and introducing a narrator and/or

characters; organize an event sequence that unfolds naturally.

W.5.3.2

Use narrative techniques, such as dialogue, description, and pacing, to develop

experiences and events or show the responses of characters to situations.

W.5.3.3

Use a variety of transitional words, phrases, and clauses to manage the sequence of

events.

W.5.3.4

Use concrete words and phrases and sensory details to convey experiences and events

precisely.

W.5.3.5

Provide a conclusion that follows from the narrated experiences or events.

PRODUCTION AND DISTRIBUTION OF WRITING


W.5.4

Produce clear and coherent writing in which the development and organization

are appropriate to task, purpose, and audience. (Grade-specific expectations for

writing types are defined in Standards 1-3).

W.5.5

With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new

approach. (Editing for conventions should demonstrate command of Language

Standards 1-3 up to and including Grade 5).

W.5.6

With some guidance and support from adults, use technology, including the

Internet, to produce and publish writing as well as to interact and collaborate

with others; demonstrate sufficient command with others; demonstrate sufficient

command of keyboarding skills to type a minimum of two pages in a single setting.



RESEARCH TO BUILD AND PRESENT KNOWLEDGE


W.5.7

Conduct short research projects that use several sources to build knowledge

through investigation of different aspects of a topic.

W.5.8

Recall relevant information from experiences or gather relevant information from

print and digital sources; summarize or paraphrase information in notes and

finished work, and provide a list of sources.

W.5.9

Draw evidence from literary or informational texts to support analysis, reflection,

and research.

W.5.9.1

Apply Grade 5 Reading Standards to literature (e.g., “compare and contrast two or

more characters, settings, or events in a story or a drama, or drawing on specific details

in the text [e.g., how characters interact]”).

W.5.9.2

Apply Grade 5 Reading Standards to informational texts (e.g., “Explain how an author

uses reasons and evidence to support particular points in a text, identifying which

reasons and evidence support which point[s]”).

RANGE OF WRITING


W.5.10

Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of

discipline, specific tasks, purposes, and audiences.



GRADE 5 UNITS I & II EIT = 6 WEEKS

Science Theme

Standard Description Content Academic Vocabulary

SIA 5.1 Identify questions that can be answered through scientific

investigations.

Critical thinking skills

Scientific evidence

Direct/Indirect evidence

How scientists critique

scientific explanations

Empirical evidence

Constructive debate

Role of a scientist

Investigation

Science

Inquiry

Natural world

Evidence

Opinion

Draw conclusions

Infer

Order

Classify

Scientific methods

Scientific tools

SIA 5.2 Design and conduct a scientific investigation.

SIA 5.5 Develop descriptions, models, explanations and

predictions.

SIA 5.6 Think critically and logically to connect evidence and

explanations.

SIA 5.8 Communicate scientific procedures and explanations.

WRITING STANDARDS

Refer to listed writing standards

W 5.3.1

W 5.3.2

W 5.3.3

Science

Unit I Theme: The Work of a Scientist

Unit I Objective: The Field of Science

Lesson 1 Essential Question: What is Science?

Catholic Identity

Unit I Theme: The Work of God

Lesson 1 Discuss the masterpiece of Creation



GRADE 5

Science Theme



predictions.

Scientific knowledge

Information gathered

Scientific evidence

Scientific investigation

Scientific knowledge

Draw conclusions

Analyze and extend

Inquiry

Evaluate

Predict


explanations.


WRITING STANDARDS


W 5.1.1

W 5.1.2

W 5.1.3

W 5.1.4

Science


Unit I Objective: Inquiry

Lesson 2 Essential Question: How do Scientists Learn about

the “Natural World”?

Catholic Identity


Lesson 2 How do we learn about “Creating”? What do we read?



GRADE 5

Science Theme



investigations.

Types of investigations

Controlled experiments

Experimental testing

Demonstrating Science skills

Hypothesis

Scientific methods

Experiment

Variable

Control

Predict

Formulate

Observations

Collect

Record

Analyze data

Scientific questions

Interpret

Data

SIA 5.2 Define and conduct a scientific investigation.

SIA 5.3 Use appropriate mathematics, tools and techniques to

gather data and information.

SIA 5.4 Analyze and interpret data.


predictions.


explanations.

WRITING STANDARDS


W 5.1.1

W 5.1.2

W 5.1.3

W 5.1.4

Science


Unit I Objective: Types of Investigations

Lesson 3 Essential Question: What are Some Types of

Investigations?

Catholic Identity


Lesson 3 Name some of God’s Creations and how they have a

purpose.



GRADE 5

Science Theme

Lesson Essential Question



investigations.

Experiments vs. investigations

Hypotheses with controlling

variables

Measurement accuracy

Gathering evidence

Recording data

Controlled experiment

Draw a conclusion

Analyze/extend

Inquiry

Variables SIA 5.2 Define and conduct a scientific investigation.





predictions.


explanations.

SIA 5.7 Recognize and analyze alternative explanations and

predictions.


WRITING STANDARDS


W 5.2.1

W 5.2.4

W 5.2.5

Science


Unit I Objective: Controlled Experiments

Lesson 4 Essential Question: How do you perform a

controlled experiment?

Catholic Identity


Lesson 4 Discuss the Old Testament theme of God entrusting

Creation to Humans



GRADE 5

Science Theme




investigations.

Safe Practices

Safety Equipment

Tools that:

Collect

Record

Analyze

The accuracy of measurement

Microscope

Balance

Spring scale

Accurate

Graduated cylinder

Beakers

Pipettes

Volume

Celsius

Fahrenheit

Digital probe

Computers

Calculators

SIA 5.3

Use appropriate mathematics, tools and techniques to




WRITING STANDARDS


W 5.2.1

W 5.2.4

W 5.2.5

Science


Unit I Objective: Scientific Tools

Lesson 5 Essential Question: What are some Scientific

Tools?

Catholic Identity


Lesson 5 Discuss God’s call to respect all Creation.



GRADE 5

Science Theme



SIA 5.2 Define and conduct a scientific investigation. Simple experimental

investigations

Detailed observations

Accurate measurement

Inquiry skills

Observing

Collecting

Habitats

Data

SIA 5.3





predictions.


explanations.


Science


Unit I Objective: Learning from Observing

Lesson 6 Essential Question: How can scientists learn from

observations?

Catholic Identity


Lesson 6 How can you define creation?



GRADE 5


SIA 5.3



Define:

Engineering

Technology

Finding solutions to problems

Concept of design

Prototype development

Observe

Classify

Infer

Engineering

Simple tools

Complex machines

Engines

Technology

Prototype

Criteria

Infer

Classify



predictions.


explanations.


READING STANDARDS

Refer to listed reading standards

RI 5.2

WRITING STANDARDS


W 5.2.1

W 5.2.3

W 5.2.5

Science

Unit II Theme: The Engineering Process

Unit II Objective: Technology in our Science World

Lesson 1 Essential Question: What is the Design Process?

Catholic Identity

Unit II Theme: Life in Christ

Lesson 1 Discuss eternal destiny.



GRADE 5



Building models to solve

problems

Redesign vs. design

Testing using units of

measurements

Redesigning based on test

results

Accurate design records

Collect, record, analyze

information using tools

Inquiry

Hypothesis

Redesign

Hypothesize

Procedures


SIA 5.5

Develop descriptions, models, explanations and

predictions.


explanations.


READING STANDARDS


RI 5.2

RI 5.3

WRITING STANDARDS


W 5.2.1

W 5.2.2

W 5.2.3

W 5.2.4

W 5.2.5

Science


Unit II Objective: Inquiry

Lesson 2 Essential Question: How can you design a solution

to a problem?

Catholic Identity


Lesson 2 What is Christian Hope?



GRADE 5




Charting a solution

Technology in daily life

Evaluate accuracy of

information

Consequences with new

technology

Bioengineering

Biotechnology

Cross country

Meeting needs

Consequences

Trade offs

Benefits


explanations.

READING STANDARDS


RI 5.2

RI 5.3

WRITING STANDARDS


W 5.2.1

W 5.2.2

W 5.2.3

W 5.2.4

W 5.2.5

Science


Unit II Objective: Inquiry with the Help of Technology

Lesson 3 Essential Question: How Does Technology

Improve Our Lives?

Catholic Identity


Lesson 3 How Does Prayer Improve Our Lives?



GRADE 5


SIA 5.4

Analyze and interpret data. Using engineering to construct

Designing a tool to assist

Evaluating effectiveness of a

tool

Engineering

Engineer

Criteria

Prototype


Science


Unit II Objective: Understanding the Uses of Engineering

Lesson 4 Essential Question: How Can You Use

Engineering To Solve a Problem?

Catholic Identity


Lesson 4 How can you use Jesus when you have a problem?



GRADE 5 UNIT III EIT = 3 WEEKS


ESS 5.2 The sun is one of many stars that exist in the universe.

Exploring space

Solar system

Orbiting the sun

The sun-earth-moon system

Gravitational pull

Summer solstice

Fall equinox

Earth’s orbit

Revolve

Orbit

Rotate

Axis

Arching paths

Solar system

Orbs

Gravity

Satellite

Planet’s velocity

Sun

Earth

Moon

North Star

ESS 5.3

Most of the cycles and patterns of motion between the

Earth and sun are predictable.

WRITING STANDARDS


W 5.2.1

W 5.2.2

W 5.2.3

W 5.2.4

Science

Unit III Theme: The Solar System and the Universe

Unit III Objective: Day and Night

Lesson 1 Essential Question: How Do the Sun, Earth, and

Moon Differ?

Catholic Identity

Unit III Theme: Revelation

Lesson 1 Describe the Relationship of the Trinity.



GRADE 5


ESS 5.1 The solar system includes the sun and all celestial bodies

that orbit the sun. Each planet in the solar system has

unique characteristics.

Solar system

Planet

Earth

Inner planets

Outer planets

Flying objects

Solar System

Planet

Comet

Asteroid

Dwarf planet

Atmosphere

Diameters

Revolution

Carbon dioxide

Outer planet

Rotate

Spin

Orbit

Crater

Meteoroids

Meteors

Meteorites


investigations.






explanations.


READING STANDARDS


RI 5.7

RI 5.9

Science


Unit III Objective: Solar System

Lesson 2 Essential Question: What Objects are Part of the

Solar System?

Catholic Identity


Lesson 2 What role does the Trinity have? Describe.



WRITING STANDARDS


W 5.3.1

W 5.3.2

W 5.3.7



GRADE 5


ESS 5.1 The solar system includes the sun and all celestial bodies

that orbit the sun. Each planet in the solar system has

unique characteristics.

Compare/Contrast the sun with

inner and outer planets

Draw conclusions

Measuring

Record data

Scale

Radius

Scale model

Circumference

Scale diameter SIA 5.1 Identify questions that can be answered through scientific

investigations.






explanations.


Science


Unit III Objective: Sizing Up the Solar System

Lesson 3 Essential Question: How Can We Model the Sun

and Planets?

Catholic Identity


Lesson 3 Where can we find evidence for the principal sources

for God’s Revelation?



GRADE 5


ESS 5.2 The sun is one of many stars that exist in the universe.

Astronomy

Star

Universe

Galaxies

Milky Way

Cosmic

Elliptical



WRITING STANDARDS


W 5.3.1

W 5.3.4

W 5.3.5

SPEAKING AND LISTENING STANDARDS

Refer to listed speaking and listening standards

SL 5.6

Science


Unit III Objective: A Star is Born

Lesson 4 Essential Question: What are Stars and Galaxies?

Catholic Identity


Lesson 4 Discuss the Holy Spirit as the Sanctifier of the world.



GRADE 5 UNITS IV & V EIT = 4 WEEKS


LS 5.1 Organisms perform a variety of roles in an ecosystem.

Factors that

compromise/identify diversity

of population

Comparing climates

Habitat structures

Organisms interactions

Environment

Ecosystem

Population

Community

Habitat

Niche

Swamp

Diversity

Surveyor

READING STANDARDS


RI 5.9

WRITING STANDARDS


W 5.2.1

W 5.2.2

W 5.2.4

W 5.2.5

Science

Unit IV Theme: Ecosystems

Unit IV Objective: Location and Climate = Habitat

Lesson 1 Essential Question: What is an Ecosystem?

Catholic Identity

Unit IV Theme: Church

Lesson 1 What is the Community of the Church?



GRADE 5


LS 5.1 Organisms perform a variety of roles in an ecosystem. Observing, identifying and

classifying organisms in a land

ecosystem

Compare role, size and diversity

of organisms

Draw conclusions

Gathering data

Recording data

Infer

Classify

Compare

Contrast

Observe

Draw conclusions


investigations.

SIA 5.2 Define and conduct a scientific investigation



explanations.


Science


Unit IV Objective: Observe, Compare, Classify, Draw

Conclusions

Lesson 2 Essential Question: What Makes Up a Land

Ecosystem?

Catholic Identity


Lesson 2 Explain the missionary nature of the church.



GRADE 5


LS 5.1 Cells are the fundamental unit of life.

Adaptation

Physical and behavior

adaptation

Compare structures and

functions of different species

Inherited traits of plants and

animals

Survival of the fittest

Food chain

Circle of Life

Adaptation

Instinct

Characteristics

Survive

Habitats

Grasslands

Form

Function

Blubber

Food chain

Life cycle

Camouflage

Migration

Hibernation

SIA 5.2 Living systems at all levels of organizations demonstrate

the complementary nature of structure and function.





explanations.


WRITING STANDARDS


W 5.2.1

W 5.2.2

W 5.2.3

W 5.2.4

W 5.3.1

W 5.3.2

W 5.3.3

Science


Unit IV Objective: Adaptation

Lesson 3 Essential Question: What are Physical and

Behavioral Adaptations?

Catholic Identity


Lesson 3 Explain the symbols of the Holy Spirit: Seal, Water



WRITING STANDARDS (Cont’d)


W 5.3.4

W 5.3.5



GRADE 5

S. T. E. M.


Unit IV Objective: Life in a Box – Designing Mobile Ecosystems Lab



Using technology systems to

improve the quality of life

Exploring the collecting,

recording and analyzing

information of habitats

Constructing a blueprint


explanations.



GRADE 5


LS 5.1

Organisms perform a variety of roles in an ecosystem. Identify producers and

consumers

Define and describe

photosynthesis

Learn how organisms obtain

nutrients

Photosynthesis

Producer

Decomposer

Chlorophyll

Consumer

Scavengers

Herbivores

Carnivores

Omnivores

Predator

Prey

LS 5.2 All of the processes that take place within organisms

require energy.

READING STANDARDS


RI 5.2

RI 5.3

RI 5.5

RI 5.6

RI 5.7

RI 5.9

SPEAKING AND LISTENING STANDARDS

Refer to listed speaking and listening standards

SL 5.1.1

SL 5.1.2

SL 5.1.3

SL 5.1.4

Science

Unit V Theme: Energy and Ecosystem

Unit V Objective: Carbon-Dioxide – Oxygen Cycle

Lesson 1 Essential Question: What are Roles of Organisms

in Ecosystems?

Catholic Identity

Unit V Theme: The Church

Lesson 1 Discuss the Roles of the Church.



GRADE 5


LS 5.2

All of the processes that take place within organisms

require energy.

The movement of energy

through the ecosystem

Food chains

Food webs

Food chain

Food web

Energy pyramid WRITING STANDARDS


W 5.3.1

W 5.3.4

W 5.3.5

Science


Unit V Objective: The Role of Energy in an Ecosystem

Lesson 2 Essential Question: How Does Energy Move

Through the Ecosystem?

Catholic Identity

Unit V Theme: The Church

Lesson 2 How does interacting with the Church community

energize you?



GRADE 5

S. T. E. M.


Unit V Objective: Designing a New Dog



Designing technology to meet

people’s needs

Describing functions

The role of technology in the

work of scientists

SIA 5.6

Think critically and logically to connect evidence and

explanations.



GRADE 5 UNIT VI EIT = 3 WEEKS


PS 5.1 The amount of change in movement of an object is based

on the mass of the object and the amount of force exerted.

Observe and record changes

Measuring motion

Comparing motion

Relationship between velocity

and acceleration

Forces

Motion

Position

Speed

Acceleration

Velocity

WRITING STANDARDS


W 5.3.1

W 5.3.2

W 5.3.3

W 5.3.4

W 5.3.5

*75% of Grade 5 Science curriculum will be taught after completing Unit VI.

Science

Unit VI Theme: Motion

Unit VI Objective: Motion

Lesson 1 Essential Question: What is Motion?

Catholic Identity

Unit VI Theme: Pilgrims of People

Lesson 1 How can the church be identified as a “Pilgrim of

People”?



GRADE 5




Identifying common forces

Strength of force vs. Motion of

objects

Varying mass of similar force

Compare/contrast balanced and

unbalanced

Force

Friction

Gravity

Balanced forces

Unbalanced forces





predictions.


explanations.

SIA 5.7 Recognize and analyze alternative explanations and

predictions.

READING STANDARDS


RI 5.7

RI 5.9

Science


Unit VI Objective: Push versus Pull

Lesson 2 Essential Question: What are Forces?

Catholic Identity


Lesson 2 Recognize the Vatican as the center of the hierarchical

church – what persuasion may they have on the

church?



WRITING STANDARDS


W 5.2.1

W 5.2.2

W 5.2.3

W 5.2.4

W 5.2.5

W 5.7



GRADE 5




Recording data

Stating an hypothesis

Hypothesis

Interpret

Hypotheses

Investigate SIA 5.1 Identify questions that can be answered through scientific

investigations.







predictions.


explanations.


Science


Unit VI Objective: Force and Motion

Lesson 3 Essential Question: How Do Forces Affect

Motion?

Catholic Identity


Lesson 3 How do members of religious orders provide guidance

to fellow parishioners?



GRADE 5


PS 5.1 Defend that all Matter is made up of small particles called

atoms.

Identifying forces

Measuring forces

Design an experiment to test the

effect of force

Draw a conclusion

Inquiry

Analyze

Predict SIA 5.1 Identify questions that can be answered through scientific

investigations.







predictions.


explanations.


Science


Unit VI Objective: Gravity and Friction

Lesson 4 Essential Question: How Do Gravity and Friction

Affect Motion?

Catholic Identity


Lesson 4 How does personal prayer increase our awareness to

lead a good, Catholic life?



GRADE 5

S. T. E. M.


Unit VI Objective: Design a Balloon Racer



Technology systems

Functions of an object

Role of technology for scientists

Jet propulsion

Criteria


explanations.



GRADE 5 UNIT VII EIT = 3 WEEKS


PS 5.2 Light and sound are forms of energy that behave in

predictable ways.

Forms of energy

Uses of energy:

Mechanical

Light

Thermal

Electrical

Sound

Energy

Kinetic energy

Mechanical energy

Potential energy

Chemical energy

Electrical energy





predictions.


explanations.


WRITING STANDARDS


W 5.3.1

W 5.3.2

W 5.3.3

W 5.3.4

*90% of Grade 5 Science curriculum will be taught after completing Unit VII.

Science

Unit VII Theme: Forms of Energy

Unit VII Objective: All Around Energy

Lesson 1 Essential Question: What is Energy?

Catholic Identity

Unit VII Theme: Holy Spirit

Lesson 1 Explain the symbols of the Holy Spirit.



GRADE 5



predictable ways.

Identifying sources of thermal

energy

Transferring thermal energy

Uses of formal energy

Thermal energy

Temperature

Heat SIA 5.2 Living systems at all levels of organizations demonstrate






predictions.


explanations.


WRITING STANDARDS


W 5.3.1

W 5.3.2

W 5.3.3

W 5.3.4

W 5.3.5

Science


Unit VII Objective: Windsmiths

Lesson 2 Essential Question: What is Thermal Energy?

Catholic Identity


Lesson 2 Explain how the Holy Spirit is present in a special way

in the church.



GRADE 5



predictable ways.

Draw conclusions

Analyze and extend

Extend and Evaluate

Static electricity

Electric current


investigations.







predictions.


explanations.


Science


Unit VII Objective: Energy Changes

Lesson 3 Essential Question: What Changes Can Energy

Cause?

Catholic Identity


Lesson 3 Explain how the Holy Spirit was fully revealed at

Pentecost.



GRADE 5



predictable ways.

Static electricity

Interaction of charged particles

Identifying sources of electric

currents

Static electricity

Electric current





predictions.


explanations.


READING STANDARDS


RI 5.7

RI 5.9

WRITING STANDARDS


W 5.2.1

W 5.2.2

Science


Unit VII Objective: Charged Up!

Lesson 4 Essential Question: What is Electricity?

Catholic Identity


Lesson 4 Recognize and discuss the Holy Spirit as continuing

Christ’s work in the world.



WRITING STANDARDS (Cont’d)


W 5.2.3

W 5.2.4

W 5.2.5

W 5.7



GRADE 5



predictable ways.

Identifying conductors of

electricity

Identifying insulators of

electricity

Analyze circuits

Demonstrate how circuits work

Producing light, heat, sound and

motion.

Conductor

Insulator

Circuit

Series circuit

Parallel circuit


investigations.







predictions.


explanations.


Science


Unit VII Objective: Going With the Flow

Lesson 5 Essential Question: How Do Electric Circuits,

Conductors, and Insulators Work?

Catholic Identity

Unit VI Theme: Holy Spirit

Lesson 5 Discuss the Catholic Church as the true Church

founded by God through Christ.



GRADE 5



predictable ways.

Building combined circuits

Demonstrate the flow of

electricity through a circuit

Using empirical and

observational evidence to

explain the path of electricity

Circuit

Switch

Controls

Battery holder SIA 5.1 Identify questions that can be answered through scientific

investigations.





predictions.


explanations.


Science


Unit VII Objective: Circuits

Lesson 6 Essential Question: How Does an Electric Circuit

Work?

Catholic Identity


Lesson 6 Explain how the church is the community of believers

united by Christ and led by the Holy Spirit.



GRADE 5

S. T. E. M.


Unit VII Objective: Building Circuit Testers


PS 5.2 Analyze and interpret data.

Identifying circuits in an

electric system

Demonstrate the flow of

electricity

Draw a circuit diagram





predictions.


explanations.




GRADE 5 UNIT VIII EIT = 3 WEEKS



The travel of sounds

How sound is transmitted

The uses of sound energy

Wave

Volume

Pitch

Frequency





predictions.


explanations.


Science

Unit VIII Theme: Light and Sound

Unit VIII Objective: Good Vibrations

Lesson 1 Essential Question: What is Sound?

Catholic Identity

Unit VIII Theme:

Lesson 1 Describe Jesus as the Sacrament of God



GRADE 5



Analyze and extend

Draw conclusions

Engage and explore


investigations.





predictions.


explanations.


Science


Unit VIII Objective: Sound

Lesson 2 Essential Question: How Does Sound Travel

Through Solids, Liquids, and Gases?

Catholic Identity

Unit VIII Theme:

Lesson 2 Discuss the Church as an instrument for the salvation

of all.



GRADE 5



Demonstrate how light travels

Demonstrate reflection and

refraction

Light

Opaque

Transparent

Translucent

Reflection

Refraction

Prism


investigations.







predictions.


explanations.


LANGUAGE ARTS STANDARDS

Refer to listed language arts standards

L 5.5.3

Science


Unit VIII Objective: Light

Lesson 3 Essential Question: What are Some Properties of

Light?

Catholic Identity

Unit VIII Theme:

Lesson 3 Identify the Incarnation as God taking on human

nature.



GRADE 5



Purpose

Procedure

Data


investigations.







predictions.


explanations.


Science


Unit VIII Objective: Reflect/Refract

Lesson 4 Essential Question: What Happens When Light is

Reflected and Refracted?

Catholic Identity

Unit VIII Theme:

Lesson 4 Explain that the Holy Spirit was fully revealed at

Pentecost.



GRADE 5

S. T. E. M.


Unit VIII Objective: Designing a Periscope


PS 5.2 Analyze and interpret data...

Using the 5-step design

Concepts of reflection







predictions.


explanations.


Documents

CURRICULUM MAP INTRODUCTION...finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research