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Department of Teaching & Learning__________________________________________________________________________________________________________________________________

5th Grade Science Scope and Sequence 2019-2020

TEKS Distribution among units

Process Standards

5.1A

5.1B

5.2A

5.2B

5.2C

5.2D

5.2E

5.2F

5.2G

5.3A

5.3B

5.3C

5.4A

Unit 1 x x x x x x x x x xUnit 2 x x x x x x x x x xUnit 3 x x x x x x x x xUnit 4 x x x x x x xUnit 5 x x x x x x x x xUnit 6 x x x x x xUnit 7 x x x x x x x x x x x x x

Content Standards

*5.5

A

5.5B

*5.5

C

*5.6

A

5.6B

5.6C

*5.6

D

*5.7

A

*5.7

B

*5.8

A

*5.8

B

*5.8

C

5.8D

*5.9

A

5.9B

*5.9

C

5.9D

*5.1

0A

*5.1

0B

Unit 1 x x xUnit 2 x x x xUnit 3 x xUnit 4 x x x xUnit 5 x x x xUnit 6 x xUnit 7 x

5th Grade Science


Scope and Sequence 2019-2020Process Standards: 5.1A Demonstrate safe practices and the use of safety equipment as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate. 5.1B Make informed choices in the conservation, disposal, and recycling of materials. 5.2A Describe, plan, and implement simple experimental investigations testing one variable.5.2B Ask well defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology. 5.2C Collect and record information using detailed observations and accurate measuring. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. 5.2E Demonstrate that repeated investigations may increase the reliability of results. 5.2F Communicate valid conclusions in both written and verbal forms. 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.3A Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning and experimental and observational testing.5.3B Draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rock works or looks. 5.3C Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and materials to support observations of habitats or organisms such as terrariums and aquariums.

Grading Period 1 Unit 1: Matter

Estimated Date Range: 8/14/19 – 9/26/19Estimated Time Frame: 31 Days

Note: Includes 2 days for Re-engagement and AssessmentConcepts within the Unit TEKS

Concept #1: SafetySuggested Days: 3

Integrated Standards5.1A Demonstrate safe practices and the use of safety equipment as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate.

Concept #2: Scientific PracticesSuggested Days: 2

Integrated Standards5.2A Describe, plan, and implement simple experimental investigations testing one variable.5.2B Ask well defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology.


5.2C Collect and record information using detailed observations and accurate measuring. 5.2E Demonstrate that repeated investigations may increase the reliability of results. 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and materials to support observations of habitats or organisms such as terrariums and aquariums.

Concept #3: Scientific ExplanationsSuggested Days: 3

Integrated Standards5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. 5.2F Communicate valid conclusions in both written and verbal forms.

Concept #4: Physical Properties of MatterSuggested Days: 14

Priority Standards5.5A Classify matter based on measurable, testable, and observable physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating using water as a reference point ), solubility in water, and the ability to conduct or insulate thermal energy or electric energy. Integrated Standards5.2C Collect and record information using detailed observations and accurate measuring. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. 5.2F Communicate valid conclusions in both written and verbal forms. 5.3A Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning and experimental and observational testing.5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and materials to support observations of habitats or organisms such as terrariums and aquariums.

Concept #5: MixturesSuggested Days: 7

Priority Standards5.5C Identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.Important Standards5.5B Demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand and sand and water.5.5A Classify matter based on measurable, testable, and observable physical properties, including mass,


magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating using water as a reference point ), solubility in water, and the ability to conduct or insulate thermal energy or electric energy.Integrated Standards5.1A Demonstrate safe practices and the use of safety equipment as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate.5.2B Ask well defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology.5.2C Collect and record information using detailed observations and accurate measuring. 5.2F Communicate valid conclusions in both written and verbal forms.

Unit 2: Force, Motion, and EnergyEstimated Date Range: 9/30/19 – 10/10/19

Estimated Time Frame: 9 days

Concepts within the Unit TEKSConcept #1: Energy UsesSuggested Days: 5

Priority Standards5.6A Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.Integrated Standards5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.2F Communicate valid conclusions in both written and verbal forms.

Concept #2: Light Energy Suggested Days: 4

Important Standards5.6C Demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted. Integrated Standards5.1A Demonstrate safe practices and the use of safety equipment as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate.5.2C Collect and record information using detailed observations and accurate measuring. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.2F Communicate valid conclusions in both written and verbal forms. 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.3A Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning and experimental and observational testing.


Grading Period 2Unit 2: Force, Motion, and Energy (Continued)

Estimated Date Range: 10/15/19 – 11/15/19Estimated Time Frame: 24 Days

Note: Includes 2 day for Re-engagement and AssessmentConcepts within the Unit TEKS

Concept #2: Light Energy (Continued)Suggested Days: 4

Important Standards5.6C Demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted. Integrated Standards5.1A Demonstrate safe practices and the use of safety equipment as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate.5.2C Collect and record information using detailed observations and accurate measuring. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.2F Communicate valid conclusions in both written and verbal forms. 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.3A Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning and experimental and observational testing.

Concept #3: Electrical EnergySuggested Days: 8

Important Standards5.6B Demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound.Integrated Standards5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.2F Communicate valid conclusions in both written and verbal forms. 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.5.3A Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning and experimental and observational testing.

Concept #4: ForcesSuggested Days: 10

Priority Standards5.6D Design a simple experimental investigation that tests the effect of force on an object. Integrated Standards


5.1A Demonstrate safe practices and the use of safety equipment as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate. 5.2A Describe, plan, and implement simple experimental investigations testing one variable.5.2B Ask well defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology.5.2C Collect and record information using detailed observations and accurate measuring.5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.2E Demonstrate that repeated investigations may increase the reliability of result. 5.2F Communicate valid conclusions in both written and verbal forms. 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and materials to support observations of habitats or organisms such as terrariums and aquariums.

Unit 3: Earth’s SurfaceEstimated Date Range: 11/18/19 – 12/19/19

Estimated Time Frame: 19 daysNote: Includes 2 days for Re-engagement and Assessment

Concepts within the Unit TEKSConcept #1: Changes on Earth’s SurfaceSuggested Days: 10

Priority Standards5.7B Recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water.Integrated Standards5.1A Demonstrate safe practices and the use of safety equipment as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.3B Draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rocks.

Concept #2: Formation of Sedimentary Rocks and Fossil Fuels

Priority Standards5.7A Explore the processes that led to the formation of sedimentary rocks and fossil fuels.


Suggested Days: 7 Integrated Standards5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.3B Draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rocks.

Grading Period 3 Unit 4: Patterns in the Natural World

Estimated Date Range: 1/7/20 – 2/13/20Estimated Time Frame: 27 days

Note: Includes 2 days for Re-engagement and Assessment Concepts within the Unit TEKS

Concept #1: Water CycleSuggested Days: 4

Priority Standards5.8B Explain how the Sun and the ocean interact in the water cycle.Integrated Standards5.2C Collect and record information using detailed observations and accurate measuring.5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.2F Communicate valid conclusions in both written and verbal forms.5.3A Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning and experimental and observational testing.5.3B Draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rocks.

Concept #2: Weather and ClimateSuggested Days: 5

Priority Standards5.8A Differentiate between weather and climate. Integrated Standards5.2C Collect and record information using detailed observations and accurate measuring.5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.2F Communicate valid conclusions in both written and verbal forms.5.3A Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning and experimental and observational testing.

Concept #3: Earth’s CyclesSuggested Days: 12

Priority Standards5.8C Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle


and the apparent movement of the Sun across the sky. Integrated Standards5.2C Collect and record information using detailed observations and accurate measuring.5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.2F Communicate valid conclusions in both written and verbal forms.5.3B Draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rocks.

Concept #4: Earth, Moon, and SunSuggested Days: 4

Important Standards5.8D Identify and compare the physical characteristics of the Sun, Earth, and Moon. Integrated Standards5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.2F Communicate valid conclusions in both written and verbal forms.

Unit 5: EcosystemsEstimated Date Range: 2/18/20 – 3/6/20

Estimated Time Frame: 14 days

Concepts within the Unit TEKSConcept #1: Interaction within EcosystemsSuggested Days: 9

Priority Standards5.9A Observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components. Integrated Standards5.1A Demonstrate safe practices and the use of safety equipment as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate. 5.2C Collect and record information using detailed observations and accurate measuring.5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and materials to support observations of habitats or organisms such as terrariums and aquariums.

Concept #2: Food WebsSuggested Days: 5

Important Standards5.9B Describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and


decomposers.Integrated Standards5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.2F Communicate valid conclusions in both written and verbal forms.5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.

Grading Period 4 Unit 5: Ecosystems (Continued)Estimated Date Range: 3/16/20 – 3/31/20

Estimated Time Frame: 12 daysNote: Includes 2 day for Re-engagement and Assessment

Concepts within the Unit TEKSConcept #3: Changes to EcosystemsSuggested Days: 5

Priority Standards5.9C Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways Important Standards5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. 5.2F Communicate valid conclusions in both written and verbal forms.

Concept 4: Fossils as EvidenceSuggested Days: 5

Important Standards5.9D Identify fossils as evidence of past living organisms and the nature of the environments at the time using models. Integrated Standards5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.3B Draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rocks.

Unit 6: OrganismsEstimated Date Range: 4/1/20 – 5/8/20

Estimated Time Frame: 24 daysNote: Includes 2 days for Re-engagement and Assessment, and 8 days for Science STAAR Review

Concepts within the Unit TEKSConcept #1: Structures and FunctionsSuggested Days: 9

Priority Standards5.10A Compare the structures and functions of different species that help them live and survive such as hooves


on prairie animals or webbed feet in aquatic animals. Integrated Standards5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.3A Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing.

Concept #2: Inherited Traits and Learned BehaviorsSuggested Days: 5

Important Standards5.10B Differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle. Integrated Standards5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.5.2F Communicate valid conclusions in both written and verbal forms.

Unit 7: STEMEstimated Date Range: 5/14/20 – 5/28/20

Estimated Time Frame: 10 daysNote: Includes 2 day for Re-engagement and Assessment

Concepts within the Unit TEKSConcept #1: STEMSuggested Days: 8

Integrated Standards5.1A Demonstrate safe practices and the use of safety equipment as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate. 5.1B Make informed choices in the conservation, disposal, and recycling of materials. 5.2A Describe, plan, and implement simple experimental investigations testing one variable.5.2B Ask well defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology. 5.2C Collect and record information using detailed observations and accurate measuring. 5.2D Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. 5.2E Demonstrate that repeated investigations may increase the reliability of results. 5.2F Communicate valid conclusions in both written and verbal forms. 5.2G Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.3A Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning and experimental


and observational testing.5.3B Draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rock works or looks. 5.3C Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and materials to support observations of habitats or organisms such as terrariums and aquariums.

Learning Assessments

Semester Assessment Administration Window Content Reporting Due DateFirst

SemesterSecond

Semester

Documents

FBISD€¦ · Web view5.3C Connect grade-level appropriate science concepts with the history of science, ... record, and analyze information using tools, including calculators,