Upload
hoanghanh
View
213
Download
0
Embed Size (px)
Citation preview
Revised 6/2011
Lake County Schools
5th Grade Science
Curriculum Map
Preface
i
Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the
district receive a common curriculum. The maps help ensure that all state requirements are taught and that the
content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your
instruction but provide flexibility based on the individual needs of students. The maps are living documents and
feedback is requested of teachers to ensure continuous improvement.
All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps
were designed for the instruction to take place by quarter. There is some flexibility within the quarters for
mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its
entirety. The maps have been structured in such a way as to scaffold student learning.
Listed below are a few of the new or updated features common to all curriculum maps:
Essential Question(s):
o Provide application of the skills/concepts
o Have more than one right answer which promotes student discourse
o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning
o Are referred to at the beginning, middle, and end of the lesson
o Require you to make a decision
o Promote critical thinking and problem solving
o Encourage interdependence
o Are open-ended
Academic Vocabulary are:
o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction
o Not necessarily the bold words in the chapter.
o Cumulative and continuously used throughout the year.
o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.
Preface
ii
Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):
Purpose: For the student to know what is being taught and what the student will learn
o Date
o Benchmark
o Measurable, student-friendly objective
o Essential Question
o Bell work
o Agenda (Specific daily schedule)
o Homework
o Exit Strategy/Card
Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There
should be daily:
o Teacher to student and student to student discourse utilizing academic vocabulary.
o Reading and authentic writing
o Writing that includes higher-order thinking
o Incorporation of effective reading and writing instructional strategies
Maps are organized to include the following:
o Pacing
o Objective
o Essential questions, content and understanding, benchmarks, and assessment
o Appendix/ resources
Preface
iii
Next Generation Sunshine State Standards
Science Benchmark Coding Scheme
SC. 5. A. 1. 1
Subject Grade Level Body of Knowledge Big Idea / Supporting Idea Benchmark
Body of Knowledge Key
N ~ Nature of Science E ~ Earth Space Science
L ~ Life Science P ~ Physical Science
Big Idea Key
#1 – The Practice of Science #10 – Forms of Energy
#2 – The Characteristics of Scientific Knowledge #11 – Energy Transfer and Transformation
#3 – The Role of Theories, Laws, Hypotheses, and Models #12 – Motion of Objects
#4 – Science and Society #13 – Forces and Changes in Motion
#5 – Earth in Space and Time #14 – Organization and Development of Living Organisms
#6 – Earth Structures #15 – Diversity and Evolution of Living Organisms
#7 – Earth Systems and Patterns #16 – heredity and Reproduction
#8 – Properties of Matter #17 – Interdependence
# 9 – Changes in Matter #18 – Matter and Energy Transformations
Language Arts and Mathematic Benchmarks The Language Arts and Mathematic benchmarks are in the course description. These benchmarks have been integrated throughout the
curriculum map.
Differentiated Instruction Strategies The following differentiated instruction strategies should be incorporated throughout the entire course:
Cooperative Groups Computer Assisted Instruction Tiered Assignments Centers
Flexible Grouping Curriculum Compacting/Contracts Learning Stations Scaffolding
Hands-on Instruction Leveled Texts/Resources Teacher Led Small Groups Web Quest
Preface
iv
This chart is to show where the Big Ideas are located by grade level.
This will help to give an understanding as to why complete coverage of the NGSSS at each grade level is essential! Big Idea #1
The Practice
of Science
Big Idea #2 The
Characteristics of
Scientific Knowledge
Big Idea #3 The Role of
Theories, Laws,
Hypotheses, and Models
Big Idea #4 Science
and
Society
Big Idea #5 Earth
in
Space and Time
Big Idea #6
Earth
Structures
K K
1st 1st 1st
2nd 2nd
3rd 3rd 3rd 3rd
4th 4th 4th 4th 4th
5th 5th 5th
6th 6th 6th 6th
7th 7th 7th 7th
8th 8th 8th 8th 8th
HS HS HS HS HS HS #7 Earth Systems
and Patterns #8 Properties
of Matter #9 Changes
in Matter #10 Forms of Energy
#11 Energy Transfer and Transformations
#12 Motion of Objects
K K K K
1st 1st
2nd
2nd 2nd 2nd
3rd 3rd 3rd 3rd
4th 4th 4th 4th 4th
5th 5th 5th 5th 5th
6th 6th 6th
7th 7th 7th
8th
HS HS HS HS HS HS
#13 Forces
and Changes
in Motion
#14 Organization
and Development
of Living Organisms
#15 Diversity
and Evolution of Living
Organisms
#16 Heredity
and
Reproduction
#17
Interdependence
#18 Matter
and Energy
Transformations
K K
1st 1st 1st 1st
2nd 2nd 2nd 2nd
3rd 3rd 3rd
4th 4th
5th 5th 5th 5th
6th 6th 6th
7th 7th 7th
8th
HS HS HS HS HS HS
Foreword for Elementary Curriculum Maps
v
Requirements for the course:
The Lake County School Board approved Human Growth and Development.
Questions about this program should be directed to the Curriculum Department.
The Lake County School Board approved Drug Program. Questions about this
program should be directed to the Safe Schools Department.
Events/Programs by the month: This list will be added to during the school year.
October 23 - 31: Red Ribbon Week
February: Dental Month
Common elementary laboratory tools students are expected to be able to use are:
Balance, battery, beaker, compass, eyedropper, flashlight, globe, graduated cylinder,
light bulb, magnet, magnifying glass, hand lens, metric measuring tape, metric ruler,
microscope, microscope slide, mirror, model, safety goggles, spring scales, stopwatch,
telescope, test tube, thermometer, topographic map, and tuning fork.*
*Information obtained from the FCAT 2.0 Test Item Specifications, 2011
Fifth Grade Core Areas – Integrated Pacing Guide
1
YEAR AT A GLANCE
Language Arts Math Reading Science Social Studies
First
Nine
Weeks
a. Practice of Science
b. Char. Of Science
Knowledge
c. Properties of Matter
d. Changes in Matter
Second
Nine
Weeks
a. Form of Energy
b. Energy Transfer and
Transformation
c. Forces and Changes
in Motion
Third
Nine
Weeks
a. Earth in Space and
Time
b. Earth Systems and
Patterns
Fourth
Nine
Weeks
a. Organization and
Development of
Living Organisms
b. Diversity and
Evolution of
Living Organisms
c. Interdependence
Fifth Grade Electives Science - Integrated Pacing Guide
2
YEAR AT A GLANCE
Physical Education Music Art
First
Nine
Weeks
Second
Nine
Weeks
Third
Nine
Weeks
Fourth
Nine
Weeks
Fifth Grade Science - Pacing Guide
REVISED
6/2011 3
First 9 weeks
1. Practice of Science (Big Idea 1) all year
2. Characteristics of Scientific
Knowledge (Big Idea 2)
a) Based on empirical
observations
b) Linked to evidence
c) Can be replicated
3. Earth in Space and Time (Big Idea 5)
a) Milky Way Galaxy
b) Common characteristics
of planets
c) Objects in the Solar
System
Sun
Planet
Moons
Asteroids
comets
Second 9 weeks
1. Earth System and Patterns (Big Idea 7)
a) Parts of the water cycle
b) Importance of saltwater
in the cycle
c) Factors that determine
weather
temperature
barometric pressure
humidity
wind speed
wind direction
precipitation
d) Forms of Precipitation
e) Weather related
differences found among
different environments
f) Climate Zones
g) Family preparedness
plans for natural disasters
2. Properties of Matter (Big idea 8)
a) Basic Properties of Matter
Use metric tools to
measure mass, volume,
color, texture, temperature
b) Effects of heating and
cooling
c) Observable Properties
d) Theory of Atoms
3. Changes in Matter (Big Idea 9)
a) Physical and Chemical
Changes
b) Effects of Temperature
Third 9 weeks
1. Forms of Energy (Big Idea 10 )
a) Basic Forms- 6 forms
light
heat
sound
electrical
chemical
mechanical
b) Ability to Cause Motion
c) Electrically Charged
Objects
d) Electrical energy
transformations
2. Energy Transfer and
Transformations (Big Idea 11)
a) Flow of electricity-closed
circuit
b) conductors of electricity
3. Forces and Change in Motion (Big Idea 13)
a) Push/Pull and gravity
b) Effects of Force
c) Effects of Mass
d) Balanced Forces
Fourth 9 weeks
1. Organization and Development
of Living Organism (Big Idea 14)
a) Organs of the body systems
and their functions
b) Compare and contrast the
systems and organs of
plants, animals and humans
2. Diversity and Evolution of Living
Organisms (Big Idea 15)
Florida Saltwater Environment
a) Classifications
. Saltwater Animals
Saltwater Plants
b) Habitat
Saltwater Animals
Saltwater Plants
c) Food Chains/Webs
Aquatic
Land
d) Population
Increase and Decrease
3. Interdependence (Big Idea 17)
a) Adaptations
For Survival
b) Renewable and
Nonrenewable Resources
Effects of Humans on the
Ecosystem
Fifth Grade Science – First Nine Weeks
REVISED
6/2011 4
Time Frame: First Nine Weeks Big Ideas 1, 2, 5
Objective of Learning: Practice of Science, Characteristics of Scientific Knowledge, and Earth in Space and Time
Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment/
Resources
What is science and what
do scientists do?
What is the scientific
process and why is it
important?
1. Practice of Science (1)
a) Students will know the
difference between an
experiment and other types
of scientific investigation
b) Repeated trials are essential
c) Identify a control group and
explain its importance in an
experiment
d) Science investigations can
be done in many different
ways
e) Compare/Contrast personal
opinion, interpretation and
verified observation
___SC.5.N.1.1: Define a problem, use
appropriate reference materials to
support scientific understanding,
plan and carry out scientific
investigations of various types such
as: systematic observations
experiments requiring the
identification of variables, collecting
and organizing data, interpreting
data in charts, tables, and graphics,
analyze information, make
predictions, and defend
conclusions.
___SC.5.N.1.2: Explain the difference
between an experiment and other
types of scientific investigation.
___SC.5.N.1.3: Recognize and
explain the need for repeated
experimental trials.
___SC.5.N.1.4: Identify a control
group and explain its importance in
an experiment.
___SC.5.N.1.5: Recognize and
explain that authentic scientific
investigation frequently does not
parallel the steps of “the scientific
method.”
___SC.5.N.1.6: Recognize and
explain the difference between
personal opinion/interpretation and
verified observation.
Formal:
End of unit/chapter
quizzes
Florida Achieve
Informal:
Workbook pages
Textbook questions
Lab write-ups
Class activities
Teacher observation
Word Wall:
Chapter 1
Control group
Data
Evidence
Experiment
Hypothesis
investigation
Observation
variable
Chapter 2
Asteroid
Comet
Dwarf planet
Galaxy
Inner planet
Milky Way
Moon
Orbit
Outer planet
Planet
Solar system
Space probe
star
Fifth Grade Science – First Nine Weeks
REVISED
6/2011 5
Time Frame: First Nine Weeks Big Ideas 1, 2, 5
Objective of Learning: Practice of Science, Characteristics of Scientific Knowledge, and Earth in Space and Time
Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment/
Resources
What objects in space
make up the solar system?
2. Characteristics of Scientific
Knowledge (2)
a) Scientific 8 step Method
Purpose
Research
Hypothesis
Experiment (testing)
Analysis of data
Data is collected and
interpreted
Use of graphs, charts,
diagrams to collect and
report data
Conclusion
b) Knows that an experiment
must be repeated many
times and yield consistent
results before the results are
accepted
3. Earth in Space and Time (5)
a) Galaxy consists of gas, dust,
and many stars and other
objects in orbit.
b) Compare/Contrast inner
and outer planets.
c) Distinguish among the
following objects:
Sun
planets
moons
asteroids
comets
___SC.5.N.2.1: recognize and explain
that science is grounded in
empirical observations that are
testable; explanation must always
be linked with evidence.
___SC.5.N.2.2: Recognize and
explain that when scientific
investigations are carried out, the
evidence produced by those
investigations should be replicable
by others.
___SC.5.E.5.1 Recognize that a
galaxy consists of gas, dust, and
many stars, including any objects
orbiting the stars. Identify our home
galaxy as the Milky Way..
___SC.5.E.5.2. Recognize the major
common characteristics of all
planets and compare/contrast the
properties of inner and outer
planets.
___SC.5.E.5.3 Distinguish among the
following objects of the Solar System
-- Sun, planets, moons, asteroids,
comets -and identify Earth's position
in it.
REVIEW WORDS:
Analyze
classify
Conclusion
Dissolve
hemisphere
inference
Inquiry
Model
predict
revolution
rotation
scientific method
sun
technology
Testable
theory
trials
valid
variable
Labs/Activities:
(Appendix A)
“Measuring with
straws” see
Appendix A
Grape lab ( see
appendix)
Ch.1 p. 14
Ch 1 p. 22
Ch 1 p. 28
Ch 2 p. 44
Ch 2 p. 64
Fifth Grade Science – First Nine Weeks
REVISED
6/2011 6
Time Frame: First Nine Weeks Big Ideas 1, 2, 5
Objective of Learning: Practice of Science, Characteristics of Scientific Knowledge, and Earth in Space and Time
Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment/
Resources
Resources:
Search by Big Idea
www.floridastandard
s.org
Search by topic and
grade level
www.Aimsedu.org
Scientific Method
http://teacher.nsrl.ro
chester.edu/phy_lab
s/AppendixE/Appen
dixE.html
www.teachersfirst.com
www.lessonplanspage.
com
Science Teacher
Resources: www.flinnsci.com/reso
urces.asp
Jaw Breakers and
Heart Thumpers –
AIMS, p.103
Fifth Grade Science Second Nine Weeks
REVISED
6/2011 7
Time Frame: Second Nine Weeks Big Idea 7, 8, 9
Objective of Learning: Earth System and Patterns, Properties of Matter, Changes in Matter
Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment
How does water and air
move through the
environment?
What factors cause the
weather to change?
1. Earth Systems and Patterns (7)
a. Parts of the water cycle
Water can be a gas, liquid
or a solid
Water can go back and
forth from one state to
another
b. Importance of saltwater in
the water cycle
Oceans are an integral
part of the water cycle
and are connected to all
Earth’s water reservoirs
via evaporation and
precipitation processes.
c. Factors that determine
weather
Air temperature
Barometric pressure
Humidity
Wind speed and
direction
Precipitation
d. Forms of precipitation
Rain
Snow
Sleet
Hail
__SC.5.E.7.1 Create a model to
explain the parts of the water cycle.
Water can be a gas, a liquid, or a
solid and can go back and forth
from one state to another.
__SC.5.E.7.2 Recognize that the
ocean is an integral part of the
water cycle and is connected to all
of Earth’s water reservoirs via
evaporation and precipitation
processes.
__SC.5.E.7.3 Recognize how air
temperature, barometric pressure,
humidity, wind speed and direction,
and precipitation determine the
weather in a particular place and
time.
__SC.5.E.7.4 Distinguish among the
various forms of precipitation (rain,
snow, sleet, and hail), making
connections to the weather in a
particular place and time.
Formal:
End of unit/chapter
quizzes
Florida Achieve
Informal:
Workbook pages
Textbook questions
Lab write-ups
Class activities
Teacher observation
Word Wall
Chapter 3
Condensation
Evaporation
Hydrosphere
Precipitation
Reservoir
Water cycle
Chapter 4
Barometric pressure
Circulation
Climate
Convection current
Desert
elevation
Hail
humidity
Latitude
Natural disaster
Severe weather
Sleet weather
Fifth Grade Science Second Nine Weeks
REVISED
6/2011 8
How can matter change?
e. Weather related differences
found among different
environments
Temperature and
humidity will differ in various
environments ex: swamps,
deserts, and mountains
f. Climate Zones
Latitude
Elevation
Proximity to bodies of
water g. Family preparedness plans
for natural disasters
2. Properties of Matter (8) a. Basic properties
Mass
Volume
Color
Texture
Temperature
b. Materials that will and will
not dissolve in water
c. Solids can be separated by
observable properties
Size
Shape
Color
Magnetic attraction
__SC.5.E.7.5 Recognize that some of
the weather-related difference,
such as temperature and humidity,
are found among different
environments, such as swamps,
deserts, and mountains.
__SC.5.E.7.6 Describe characteristics
(temperature and precipitation) of
different climate zones as they
relate to latitude, elevation, and
proximity to bodies of water.
__SC.5.E.7.7 Design a family
preparedness plan for natural
disasters and identify the reasons for
having such a plan.
__SC.5.P.8.1: Compare and contrast
the basic properties of solids, liquids,
and gases, such as mass, volume,
color, texture, and temperature.
__SC.5.P.8.2: Investigate and identify
materials that will dissolve in water
and those that will not and identify
the conditions that will speed up or
slow down the dissolving process.
__SC.5.P.8.3: Demonstrate and
explain that mixtures of solids can
be separated based on observable
properties of their parts such as
particle size, shape, color, and
magnetic attraction.
Chapter 5
Atom
Atomic theory
Chemical change
Compound
Gas
Liquid
Mass
Mixture
Molecule
Physical change
Solid
Solution
Temperature
Volume
Review words:
Dissolve
matter
Polar zone
Temperate zone
Tropical zone
Water vapor
weather
Lab/activities:
Ch 3 p. 92
Ch 4 p. 110
Ch 4 p. 124
Mixture & Solution
(see appendix)
Physical & Chemical
Changes ( see
appendix)
Fifth Grade Science Second Nine Weeks
REVISED
6/2011 9
a. Theory of atoms
Matter is composed of
parts that are too small to
be seen without
magnification
3. Changes in Matter (9)
a. Matter can be changed
many ways
b. Effects of heating and
cooling
Know that matter is
conserved during heating
and cooling
c. Physical Changes
does not produce a new
substance
d. Chemical Changes
one or more types of
matter change into other
types of matter that
contain different properties
__SC.P.8.4: Explore the scientific
theory of atoms (also called atomic
theory) by recognizing that all
matter is composed of parts that are
too small to be seen without
magnification.
__SC.5.P.9.1: Investigate and
describe that many physical and
chemical changes are affected by
temperature.
Search by topic and
grade level
http://www.educati
on.noaa.gov
HURRICANES FOR
KIDS:
http://www.fema.go
v/kids/hurr.htm
Fifth Grade Science Third Nine Weeks
REVISED
6/2011 10
Time Frame: Third Nine Weeks Big Idea 10, 11, 13
Objective of Learning: Forms of energy, Energy Transfer and Transformations, Forces and Changes in Motion
Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment
How is energy transferred
and transformed?
1. Forms of Energy (10)
a. Forms of energy
light
heat
sound
electrical
chemical
mechanical
b. Energy can cause motion
or create change
c. Types of energy
Stored – Potential
Motion – Kinetic
d. Electrically charged objects
can attract or repel other
objects
e. Electric energy
transformations
heat
light
sound
energy of motion
__SC.5.P.10.1: Investigate and
describe some basic forms of
energy, including light, heat, sound,
electrical, chemical, and
mechanical.
___SC.5.P.10.2: Investigate and
explain that energy has the ability to
cause motion or create change.
___SC.5.P.10.3: Investigate and
explain that an electrically-charged
object can attract an uncharged
object and can either attract or
repel another charged object
without any contact between the
objects.
___SC.5.P.10.4: Investigate and
explain that electrical energy can
be transformed into heat, light, and
sound energy, as well as the energy
of motion.
Formal:
End of unit/chapter
quizzes
Florida Achieve
Informal:
Workbook pages
Textbook questions
Lab write-ups
Class activities
Teacher observation
Word Wall:
Chapter 6
Conductor
Electric circuit
Energy
Insulator
Kinetic energy
Opaque
Potential energy
Reflection
Refraction
Resistor
Static electricity
Transform
translucent
transparent
vibration
Chapter 7
Acceleration
Balanced
Contact force
Force
Friction
Gravity
Inertia
Non-contact force
Fifth Grade Science Third Nine Weeks
REVISED
6/2011 11
Time Frame: Third Nine Weeks Big Idea 10, 11, 13
Objective of Learning: Forms of energy, Energy Transfer and Transformations, Forces and Changes in Motion
Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment
How do forces affect the
motion of objects?
2. Energy Transfer and
Transformations (11)
a. Flow of energy
requires a closed circuit
b. Conductors and insulators
of electricity
3. Forces and Changes in Motion
(13)
a. Identify forces that cause
objects to move
push
pull
gravity (acting on falling
objects)
b. Newton’s 3 Laws
Law of Inertia
The greater the mass, the
greater the force needed
to move an object
For every action there is an
equal and opposite
reaction
c. The more mass an object
has the less effect a force
will have on it
d. Balance and unbalanced
forces
___SC.5.P.11.1: Investigate and
illustrate the fact that the flow of
electricity requires a closed circuit
(a complete loop).
___SC.5.P.11.2: Identify and classify
materials that conduct electricity
and materials that do not.
___SC.5.P.13.1 Identify familiar forces
that cause objects to move, such as
pushes or pulls, including gravity
acting on falling objects.
___SC.5.P.13.2 Investigate and
describe that the greater the force
applied to it, the greater the
change in motion of a given object.
___SC5.P.13.3 Investigate and
describe that the more mass an
object has, the less effect a given
force will have on the object’s
motion.
___SC.5.P.13.4 Investigate and
explain that when a force is applied
to an object but it does not move, it
is because another opposing force
is being applied by something in the
environment so that the forces are
balanced.
Review Words:
Electricity
Heat
Light
Magnetic
Mechanical energy
pitch
repel
Attraction
Balanced forces
Motion
speed
Unbalanced forces
Weight
Lab/Activities:
Ch. 6 p. 224
Ch. 6 p. 230
Electrical
connection for
AIMS(see App.)
Ch. 6 p. 244
Ch 7 p. 264
CH 7 p. 284
Ch 8 p. 328
Ch 8 p. 334
Fifth Grade Science Fourth Nine Weeks
REVISED
6/2011 12
Time Frame: Fourth Nine Weeks Big Idea 14, 15, 17
Objective of Learning: Organization and Development of Living Organisms, Diversity and Evolution of Living Organisms (Florida’s
Saltwater Environment) and Interdependence
Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment
How do living things
function as a system?
1. Organization and Development
of Living Organisms (14)
a. Interaction of body systems
Organs of the body
systems and their
functions including the
Skin
Brain
Heart
Lungs
Stomach
Liver
Intestines
Pancreas
Muscles
Skeleton
Reproductive organs
Kidneys
Bladder
Sensory organs
b. Compare and contrast the
systems and organs of
plants, animals, and
humans
___SC.5.L.14.1: Identify the organs in
the human body and describe their
functions, including the skin, brain,
heart, lungs, stomach, liver,
intestines, pancreas, muscles and
skeleton, reproductive organs,
kidneys, bladder, and sensory
organs.
___SC.L.14.2: Compare and contrast
the function of organs and other
physical structures of plants and
animals, including humans, for
example: some animals have
skeletons for support -- some with
internal skeletons others with
exoskeletons -- while some plants
have stems for support.
Formal:
teacher
tests/quizzes
Informal:
Workbook pages
Textbook questions
Lab write-ups
Class Activities
Word Wall:
Chapter 8
Bladder
Brain
Cell
Circulatory system
Diaphragm
Digestive system
Excretory system
Exoskeleton
Heart
Intestines
Kidney’s
Lungs
Muscle
Muscular system
Nervous system
Organ
Respiratory system
Skeletal system
Skeleton
Skin
Stomach
System
tissue
trachea
Fifth Grade Science Fourth Nine Weeks
REVISED
6/2011 13
Time Frame: Fourth Nine Weeks Big Idea 14, 15, 17
Objective of Learning: Organization and Development of Living Organisms, Diversity and Evolution of Living Organisms (Florida’s
Saltwater Environment) and Interdependence
Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment
How do living things
interact with their
environments?
2. Diversity and Evolution of Living
Organisms (15)
Florida Saltwater Environment
a. Classifications
Single celled organisms
Protist
Saltwater Animals
Saltwater Plants
b.. Habitat
Saltwater Animals
Saltwater Plants
3. Interdependence (17)
a. Food Chains/Webs
Aquatic
Land
b. Population
Increase and Decrease
c. Plant and Animal
Adaptation
life cycle variations
animal behaviors
physical characteristics
___SC.5.L.15.1: Describe how, when
the environment changes,
differences between individuals
allow some plants and animals to
survive and reproduce while others
die or move to new locations.
__SC.5.L.17.1: Compare and
contrast adaptations displayed by
animals and plants that enable
them to survive in different
environments such as life cycles
variations, animal behaviors and
physical characteristics.
Chapter 9
adaptation
competition
environment
extinct
mutation
species
Review Words:
Behavior
Carnivore
Characteristic
Community
Complete
metamorphosis
Consumer
Ecosystem
Endangered species
Exoskeleton
Food chain
Herbivore
Incomplete
metamorphosis
Inherited trait
Invertebrate
Larva
Life cycle
Nutrient
Nymph
Omnivore
Organism
Population
Predator
Prey
Fifth Grade Science Fourth Nine Weeks
REVISED
6/2011 14
Time Frame: Fourth Nine Weeks Big Idea 14, 15, 17
Objective of Learning: Organization and Development of Living Organisms, Diversity and Evolution of Living Organisms (Florida’s
Saltwater Environment) and Interdependence
Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment
Producer
Pupa
reproduction
vertebrate
Labs/Activities:
Ch 9 p. 372
Ch 9 p. 378
Ch 9 p. 384
“Indian River Lagoon
Activity Book”.
http://www.sjrwmd.c
om/itsyourlagoon/irl
activitybook.htm
Lesson 1-pgs.(1-4
Lesson 2 –pgs (5-8)
Lesson 3-pgs. (9-14)
Lesson 3 (continued)
Also Lesson 4
Lesson 3 (continued)
Lesson 4-pgs. (17-22)
Resources:
Suggested Read
Aloud: “Alligator
Crossing” Covers
Reading and
Science (Fl)
www.aimsedu.org,
food chain
REVISED
6/2011 15
Fifth Grade
Science Curriculum Map
Appendixes
Lab Resources & Labs Correlated to Textbook Pages-Appendix A Book Lists by Topic- Appendix B
Web Resources- Appendix C Next Generation Sunshine State Standards – Appendix D
Fifth Grade Science Lab Resources – Appendix A
REVISED
6/2011 16
Scientific Method of Investigation
(Example for Intermediate)
Question/Purpose
What are you trying to prove/disprove?
What is your reason for doing this experiment?
Gather Information (Brainstorm prior knowledge/experiences,
Internet, books, periodicals, interview experts, etc.)
Hypothesis Educated guess
Procedure Materials
Step-by-step instructions
Variables (constant, manipulated, responding)
Multiple trials for validity
Results Written
Pictorial (tables, graphs, photos, etc.)
Conclusions Prove/disprove hypothesis?
Scientific concept(s) learned
Compare/contrast data
Connections
Extensions
Fifth Grade Science Lab Resources – Appendix A
REVISED
6/2011 17
Inquiry Lab Sheet
Name(s)________________________________________Class _________________
Problem Statement:_____________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Research (Background Information)________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Hypothesis: ___________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Experiment Design: ______________________________________ ______________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Conclusions: ____________________________________________ ______________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Extensions (Next steps? Application ?)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Fifth Grade Science Lab Resources – Appendix A
REVISED
6/2011 18
Name _________________________________________ Date _______________________
Problem:
Will the Grapes Sink or Float in Soda? 1st 9 weeks
Hypothesis:
__________________________________________________________________________________________
________________________________________________________________________________
Materials:
Fresh red or green grapes Magnifying glass
7-Up or Ginger Ale Balance
Clear drinking glasses Beaker
Procedure: (Test your hypothesis)
1. Pour and fill a glass with 150 ml of 7-Up or Ginger Ale
2. Mass your grapes and record
3. Peel the grape with the greatest mass
4. Drop both grapes into the soda and observe
Record your data:
Circle color of grapes -- green or red
Mass of the two grapes: ____________ and _____________
In your observation, did the grapes float or sink? ______________________________
_____________________________________________________________________
What else did you observe? _______________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Analyze your data:
Compare your expectations with your results.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Conclusion:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________
Fifth Grade Science Lab Resources – Appendix A
REVISED
6/2011 19
Grape Lab – Teacher’s page
Context
The concept involved in this lesson relates adhesive and cohesive forces (CO2 bubbles adhering to the grape
skin) and the effects of hydrophobic and hydrophilic properties. This activity could be used as the introduction
to a unit about water and hydrogen bonding.
Teaching Model
Experience, Expect, Explain. The students will observe and then have an opportunity to compare their
expectations with the results.
Questions
1. Why does the peeled grape sink to the bottom? 2. Which of
the two grapes is lighter in weight? 3. What makes the
unpeeled grape float? 4. Would an unpeeled grape also
float in water? 5. What property does the grape peel have?
Explanation
This demonstration is suitable for teaching about bonding interactions, i.e. hydrogen bonds. The unpeeled
grape has water-repelling--hydrophobic--properties and thus the CO2 bubbles from the 7-Up can adhere to this
surface.
The peeled grape does not have hydrophobic skin, thus it is hydrophilic--water-attracting. The bubbles of the 7-
Up have no way of adhering to the grape. This causes the grape to stay at the bottom of the glass. The
unpeeled grape becomes lighter in weight, because of the adhering bubbles, and rises to the surface of the
liquid. There is loses come of the bubbles to become heavier again. It may sink for a while, picking up more
bubbles, to bob up to the surface again.
Fifth Grade Science Lab Resources – Appendix A
REVISED
6/2011 20
PYSICAL AND CHEMICAL CHANGES 2nd 9 weeks
Essential Question: How can matter change?
NGSSS: SC5.P.9.1 Investigate and describe that many physical and chemical changes are
affected by temperature.
Objectives: Students will investigate and describe physical and chemical changes that occur in
matter.
Engage: Show the PowerPoint, Chemical and Physical Changes.
Explore: Have students decide in their groups whether the changes describe are physical or
chemical. Groups will come to a conclusion after discussion. Record your choices on the index
card.
Explain: Go over the answers with the students. Discuss differences between the group
answers.
Elaborate: Students will conduct investigations in their groups. Pass out supplies to each
group. Materials: vinegar, hydrogen peroxide, baking soda, drink mix powder (such as cool
aide) water, piece of apple, ice, magnifying glasses, plastic cups. Students will record
observations on the data sheet and conclude which type of change resulted.
Type of Matter Change? Record observations Vinegar and Baking soda
Cut apple
Apple in hydrogen peroxide
Food coloring in water
Evaluate: Teacher observations as groups are working. Discuss results of lab and have each
group report their findings. Collect lab sheets for each group.
Fifth Grade Science Lab Resources – Appendix A
REVISED
6/2011 21
Names__________________________________________ Date_______
Type of Matter Change? Record observations Vinegar and Baking soda
Cut apple
Apple in hydrogen peroxide
Food coloring in water
Names___________________________________________ Date_______
Type of Matter Change? Record observations Vinegar and Baking soda
Cut apple
Apple in hydrogen peroxide
Food coloring in water
Fifth Grade Science Lab Resources – Appendix A
REVISED
6/2011 22
Title of Lesson: How can plants weather rocks?
(Use of Scientific Method) 4th 9 weeks
SSS (Number and Benchmark):
Materials Needed:
You will need 6 lima bean seeds, a clean tin can, ¼ cup of sand, a cup of plaster of Paris, water, and
a plastic spoon. Soak the seeds in water for one day.
Safety Concerns/Issues:
As with any experiment, safety goggles to protect the eyes.
Procedures:
After soaking the seeds (or dried lima beans right from the store) put the plaster and sand into the
can. Stir and add water until the mixture looks like thick soup. Work quickly! Use the spoon to smooth
the top of the plaster. Now “plant” the seeds in the plaster about 1 cm below the surface. Smooth
the plaster to cover the holes. Leave the can in a warm place. In a few days, observe the top of the
plaster. Guide the class through the scientific process as you do this experiment.
Assessment of Student Learning:
Steps for the scientific process can be recorded and checked for accuracy and effort.
Teacher Reflection:
Fifth Grade Science Lab Resources – Appendix A
REVISED
6/2011 23
Title of Lesson: Predator/Prey Game 4th 9 weeks
NGSSS (Number and Benchmark):
SC.5.L.15.1: Describe how, when the environment changes, differences between individuals
allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to
survive in different environments such as life cycles variations, animal behaviors and physical
characteristics.
Materials Needed: :
Colored cloth arm bands (green for herbivores, red for small predators, orange or yellow for large
predators, white for disease, blue for natural disaster and black for human.
Laminated FOOD CARDS (large index card size green paper, clearly labeled FOOD.
You will need less than 3 times the number of herbivores. Some may have yarn attached so they can
be hung in trees.
Laminated LIFE CARDS (same size but RED).
Safety Concerns/Issues:
Played outside in a combination of open woods and thickly wooded area. Planning ahead to insure
area is safe and void of potential accidents.
Procedures:
BEFORE YOU BEGIN: hang food cards in the woods for the herbivores to find. Some will not find 3 and
will starve to death and must come out of the woods. No one can take their life cards once they are
dead. Also tie on colored arm bands and give out life cards and give the herbivores 3 LIFE cards.
TO BEGIN THE GAME: send the herbivores into the woods. Give them about 10 minutes to find 3 food
cards and hide. If they do not find 3 they are dead and must return to “The Cemetery!!”
SEND in the SMALL predators. They must get 3 life cards from the herbivores in order to live. They
must TAG an herbivore to get the card and cannot retag. Give about 5 minutes.
SEND in the LARGE PREDATORS; same rules and about 5 minutes.
SEND in DISEASE, then NATURAL DISASTER, same rules and about 5 minutes for each group.
SEND IN HUMAN: human does not nee4d to tag to get a life card, s/he only needs to call out the
name of the person s/he sees and that player must five HUMAN a life card.
Fifth Grade Science Lab Resources – Appendix A
REVISED
6/2011 24
GENERAL RULES: when a player looses all of their life cards, they must leave the game. NO retags, a
victim must be able to escape before being tagged again by the same person. It is very important
to have well established boundaries because going out of the boundaries is death. It is very
important to discuss the game after it is over; how did the kids feel being hunted, what strategies did
they use to survive, that would they do differently, how did they feel about man not having to tag,
etc. You can follow up this game with a circle game to instill how important it is to be quiet in the
woods. This is a good introduction to the next game.
Assessment of Student Learning:
Teacher Reflection:
Created by_ Sharon Behar_(rewritten by Sue Wolf 1985)
Fifth Grade Science Lab Resources – Appendix A
REVISED
6/2011 25
Title of Lesson: PLANT AND ANIMAL CELLS
4th 9 weeks (enrichment)
SSS (Number and Benchmark): Big Idea #14
Materials Needed:
copies of a Venn Diagram, overhead projector and transparency of the Venn Diagram,
microscopes and prepared slides of plant and animal cells.
Safety Concerns/Issues:
Students should know how to use a microscope correctly.
Procedures:
Review with students the characteristics of plants and animals and the characteristics that set them
apart from the other kingdoms. Reinforce the ideas that cells are the building blocks of all living
things and that the structure of an organism’s cells is one way scientists classify living things into
kingdoms. Remind students that a major difference between plants and animals is the plants make
their own food and animals do not. Alternatively, have students identify the similarities and
differences between plants and animals on their own.
1. Place students into small groups of two to four and give each group a copy of the Venn
diagram.
2. 2. Instruct students to observe the cells carefully and record their observations on the Venn
Diagram; by noting in the outer part of one circle or the other the structures that are unique to
each cell and writing in the circles’ overlapping part the structures that are found in both.
3. After students have had about 10 minutes to make and record their observations, ask students
to make a prediction as to which is the plant cell and which is the animal cell and to back up
their prediction with a reason for their choice.
4. Place the Venn diagram on the overhead, and fill it in as the students dictate what structures
the two cells have in common and what structures are unique to one cell or the other.
5. Have the student groups share their predictions and their reasoning with the class. Record on
the board all predictions and the reasoning behind them.
6. Allow students to use a microscope to look at examples of prepared slides of actual plant and
animal cells to observe their structures.
Assessment of Student Learning:
Venn diagrams or recorded responses in a Science notebook.
Created by___Virginai Department of Education____Date___2006__
Fifth Grade Science Lab Correlation to Textbook – Appendix A
REVISED
6/2011 26
Labs Correlated to Textbook
First Nine Weeks:
Why do scientists use thermometers? P. 14
How can a model help you learn about the real thing? P.22
Which towel absorbs the most water? P. 28
What does a spiral galaxy look like from different angles? P. 44
How does a meteoroid fall through Earth’s atmosphere? P. 64
Second Nine Weeks:
What can happen when salt water evaporates? P. 92
How accurate are weather forecasts? P. 110 What can happen to warm air? P. 124
How can temperature affect a chemical change? P. 196
Third Nine Weeks:
What can affect the sound made by a rubber band? P. 224
What are some colors in white light? P. 230
What can electricity flow through? P.244
How can you make a helicopter drop slowly? P. 264
What forces affect the motion of a rocket? p. 284
What is your reaction? P. 328
What can speed digestion? P. 334
Fourth Nine Weeks:
How can plants survive in the desert? P. 372
Which bird beak can crush seeds? P. 378
What leaf shape helps leaves stay dry? P. 384
Florida Saltwater Environment Refer to unit posted on LCSB website
Other resources not listed by nine weeks:
AIMS “Catch Me If You Can” & “Food Chain & Food Web”
Frank Schaffer Publications, Inc. “Amazing Animals”
Fifth Grade Science Book Resources - Appendix B
REVISED
6/2011 27
First Nine Weeks:
How to Think Like a Scientist: Answers and Questions by the Scientific Method by Stephen Kramer
What Will Happen If-- : Young Children and the Scientific Method by Barbara Sprung, Merle Froschl, Patricia B. Campbell
The scientific method [video recording] a National Geographic Educational presentation; produced by Jim and Elaine
Larison ; writer, Pat Kight.
Energy by Robert Snedden
Electricity by Jean Allen
Second Nine Weeks
Magnetism by John Hudson Tiner ; [photographs by Bonnie Sue ... [et al.]].
Third Nine Weeks
The Magic School Bus Inside a Hurricane by Joanna Cole ; illustrated by Bruce Degen
Scholastic Atlas of Weather writers, Donna Vekteris, Marie-Claude Ouellet ; illustrators, Anouk Noël, Carl Pelletier].
Fourth Nine Weeks
Dying Oceans by Paula Hogan
Oceans : Heather C. Hudak.
Oceans and Seas : Catherine Chambers
The Magic School Bus on the Ocean Floor by Joanna Cole ; illustrated by Bruce Degen
Marshes and Swamps, by Gail Gibbons
Look Once, Look Again at the Seashore by David M. Schwartz
Florida A to Z by Susan Jane Ryan
Why Do My Feet Fall Asleep? : And Other Questions About the Circulatory System by Sharon Cromwell ; photographs by
Richard Smolinski
The Heart and Blood by Steve Parker
The Magic School Bus Inside the Human Body by Joanna Cole ; illustrated by Bruce Degen.
The Digestive and Excretory System / Mazzarella Bros. Productions.
VIDEO Movement : The Muscular and Skeletal System by Jenny Bryan.
Fifth Grade Science Web resources - Appendix C
REVISED
6/2011 28
First Nine Weeks Resources:
Search by Big Idea and grade level
www.floridastandards.org
Search by topic and grade level
www.Aimsedu.org
Scientific Method
http://teacher.nsrl.rochester.edu/phy_labs/AppendixE/AppendixE.html
www.teachersfirst.com
www.lessonplanspage.com
Science Teacher Resources:
www.flinnsci.com/resources.asp
Second Nine Weeks
Search by Big Idea and grade level
www.floridastandards.org
http://www.atlasoftheuniverse.com/
Search by topic and grade level
http://www.education.noaa.gov
http://www.bbc.co.uk/schools/podsmission/electricity/
www.teachersfirst.com
Fifth Grade Science Web resources - Appendix C
REVISED
6/2011 29
Search by topic and grade level
http://www.sciencenetlinks.com/interactives/systems.html
http://www.proteacher.org/c/65_Solar_System.html
http://www.exploratorium.edu/ronh/solar_system/
http://www.fema.gov/kids/hurr.htm
A curriculum resource from FEMA for elementary students, this site offers explorations on the history of hurricanes, how to
track a hurricane, major disasters, hurricane disaster math, intensity scales, videos, photos, and protection tips.
Third Nine Weeks
Search by Big Idea and grade level
www.floridastandards.org
www.fcatexplorer.com
www.teachersfirst.com
Search by topic and grade level
http://www.bbc.co.uk/schools/podsmission/electricity/
Fifth Grade Science Web resources - Appendix C
REVISED
6/2011 30
Cool websites about all sorts of weather.
http://info.riverdeep.net/Key=48213.Fp.P.V3wcp
HURRICANES FOR KIDS:
http://info.riverdeep.net/Key=49224.F6.K.L9yTb1
http://www.fema.gov/kids/hurr.htm
A curriculum resource from FEMA for elementary students, this site offers explorations on the history of hurricanes, how to
track a hurricane, major disasters, hurricane disaster math, intensity scales, videos, photos, and protection tips.
Fourth Nine Weeks
www.teachersfirst.com
Search by topic and grade level
http://www.fi.edu/brain/index.htm
Coloring Book of plants and animals found along Florida’s coast.
http://www.sjrwmd.com/publications/pdfs/cb_irl.pdf
*SJRWMD-exper.#9
Estuary in a test tube.
http://www.sjrwmd.com/education/waterways/students/lesson9/experiment.html
*II Adoption of Little
Shrimpers:
A Brine Shrimp Activity
http://www.kbs.msu.edu/k12/resources/documents/seaMonkeyAdventures-LessonPlan.doc
Coral Reef Teacher’s Guide (A complete unit about the coral reef’s ecosystem)
http://www.reefrelief.org/publications/print/pdf/Teachers_Guide.pdf
Fifth Grade Science Web resources - Appendix C
REVISED
6/2011 31
copyright: Permission to reproduce for classroom use only without prior written approval.
#1 Photo Bank
http://www.reefrelief.org/Image_archive/fish/fish_index.html
#2 Photo Bank
http://www.coral.org/resources/photo_bank
Double click to enlarge the photo. Go to the bottom of the page and click on a different # to change the photo. (Also,
a searchable photo bank)
Fifth Grade Science Next Generation Sunshine State Standards Appendix D
REVISED
6/2011 32
Fifth Grade Science Benchmarks
Benchmark# Description Idea/Standard
Body Of
Knowledge/
Strand
Cognitive
Complexity
Rating
Date
Adopted/
Revised
SC.5.E.5.1
Recognize that a galaxy consists of gas, dust,
and many stars, including any objects orbiting
the stars. Identify our home galaxy as the Milky
Way.
Earth in Space and
Time
Earth and
Space
Science
Low 02/08
SC.5.E.5.2
Recognize the major common characteristics of
all planets and compare/contrast the properties of
inner and outer planets.
Earth in Space and
Time
Earth and
Space
Science
Moderate 02/08
SC.5.E.5.3
Distinguish among the following objects of the
Solar System -- Sun, planets, moons, asteroids,
comets -- and identify Earth's position in it.
Earth in Space and
Time
Earth and
Space
Science
High 02/08
SC.5.E.7.1
Create a model to explain the parts of the water
cycle. Water can be a gas, a liquid, or a solid and
can go back and forth from one state to another.
Earth Systems and
Patterns
Earth and
Space
Science
High 02/08
SC.5.E.7.2
Recognize that the ocean is an integral part of
the water cycle and is connected to all of Earth's
water reservoirs via evaporation and
precipitation processes.
Earth Systems and
Patterns
Earth and
Space
Science
Moderate 02/08
SC.5.E.7.3
Recognize how air temperature, barometric
pressure, humidity, wind speed and direction,
and precipitation determine the weather in a
particular place and time.
Earth Systems and
Patterns
Earth and
Space
Science
Moderate 02/08
SC.5.E.7.4
Distinguish among the various forms of
precipitation (rain, snow, sleet, and hail), making
connections to the weather in a particular place
and time.
Earth Systems and
Patterns
Earth and
Space
Science
High 02/08
Fifth Grade Science Next Generation Sunshine State Standards Appendix D
REVISED
6/2011 33
Benchmark# Description Idea/Standard
Body Of
Knowledge/
Strand
Cognitive
Complexity
Rating
Date
Adopted/
Revised
SC.5.E.7.5
Recognize that some of the weather-related
differences, such as temperature and humidity,
are found among different environments, such as
swamps, deserts, and mountains.
Earth Systems and
Patterns
Earth and
Space
Science
Moderate 02/08
SC.5.E.7.6
Describe characteristics (temperature and
precipitation) of different climate zones as they
relate to latitude, elevation, and proximity to
bodies of water.
Earth Systems and
Patterns
Earth and
Space
Science
High 02/08
SC.5.E.7.7
Design a family preparedness plan for natural
disasters and identify the reasons for having such
a plan.
Earth Systems and
Patterns
Earth and
Space
Science
Moderate 02/08
SC.5.L.14.1
Identify the organs in the human body and
describe their functions, including the skin,
brain, heart, lungs, stomach, liver, intestines,
pancreas, muscles and skeleton, reproductive
organs, kidneys, bladder, and sensory organs.
Organization and
Development of
Living Organisms
Life Science Moderate 02/08
SC.5.L.14.2
Compare and contrast the function of organs and
other physical structures of plants and animals,
including humans, for example: some animals
have skeletons for support -- some with internal
skeletons others with exoskeletons -- while some
plants have stems for support.
Organization and
Development of
Living Organisms
Life Science Moderate 02/08
SC.5.L.15.1
Describe how, when the environment changes,
differences between individuals allow some
plants and animals to survive and reproduce
while others die or move to new locations.
Diversity and
Evolution of
Living Organisms
Life Science High 02/08
SC.5.L.17.1 Compare and contrast adaptations displayed by Interdependence Life Science Moderate 02/08
Fifth Grade Science Next Generation Sunshine State Standards Appendix D
REVISED
6/2011 34
Benchmark# Description Idea/Standard
Body Of
Knowledge/
Strand
Cognitive
Complexity
Rating
Date
Adopted/
Revised
animals and plants that enable them to survive in
different environments such as life cycles
variations, animal behaviors and physical
characteristics.
SC.5.N.1.1
Define a problem, use appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigations of
various types such as: systematic observations,
experiments requiring the identification of
variables, collecting and organizing data,
interpreting data in charts, tables, and graphics,
analyze information, make predictions, and
defend conclusions.
The Practice of
Science
Nature of
Science High 02/08
SC.5.N.1.2 Explain the difference between an experiment
and other types of scientific investigation.
The Practice of
Science
Nature of
Science Moderate 02/08
SC.5.N.1.3 Recognize and explain the need for repeated
experimental trials.
The Practice of
Science
Nature of
Science Moderate 02/08
SC.5.N.1.4 Identify a control group and explain its
importance in an experiment.
The Practice of
Science
Nature of
Science Moderate 02/08
SC.5.N.1.5
Recognize and explain that authentic scientific
investigation frequently does not parallel the
steps of "the scientific method."
The Practice of
Science
Nature of
Science Moderate 02/08
SC.5.N.1.6
Recognize and explain the difference between
personal opinion/interpretation and verified
observation.
The Practice of
Science
Nature of
Science Moderate 02/08
SC.5.N.2.1 Recognize and explain that science is grounded
in empirical observations that are testable;
The Characteristics
of Scientific
Nature of
Science Moderate 02/08
Fifth Grade Science Next Generation Sunshine State Standards Appendix D
REVISED
6/2011 35
Benchmark# Description Idea/Standard
Body Of
Knowledge/
Strand
Cognitive
Complexity
Rating
Date
Adopted/
Revised
explanation must always be linked with
evidence.
Knowledge
SC.5.N.2.2
Recognize and explain that when scientific
investigations are carried out, the evidence
produced by those investigations should be
replicable by others.
The Characteristics
of Scientific
Knowledge
Nature of
Science Moderate 02/08
SC.5.P.8.1
Compare and contrast the basic properties of
solids, liquids, and gases, such as mass, volume,
color, texture, and temperature.
Properties of
Matter
Physical
Science Moderate 02/08
SC.5.P.8.2
Investigate and identify materials that will
dissolve in water and those that will not and
identify the conditions that will speed up or slow
down the dissolving process.
Properties of
Matter
Physical
Science High 02/08
SC.5.P.8.3
Demonstrate and explain that mixtures of solids
can be separated based on observable properties
of their parts such as particle size, shape, color,
and magnetic attraction.
Properties of
Matter
Physical
Science Moderate 02/08
SC.5.P.8.4
Explore the scientific theory of atoms (also
called atomic theory) by recognizing that all
matter is composed of parts that are too small to
be seen without magnification.
Properties of
Matter
Physical
Science Low 02/08
SC.5.P.9.1 Investigate and describe that many physical and
chemical changes are affected by temperature. Changes in Matter
Physical
Science High 02/08
SC.5.P.10.1
Investigate and describe some basic forms of
energy, including light, heat, sound, electrical,
chemical, and mechanical.
Forms of Energy Physical
Science Moderate 02/08
SC.5.P.10.2 Investigate and explain that energy has the Forms of Energy Physical High 02/08
Fifth Grade Science Next Generation Sunshine State Standards Appendix D
REVISED
6/2011 36
Benchmark# Description Idea/Standard
Body Of
Knowledge/
Strand
Cognitive
Complexity
Rating
Date
Adopted/
Revised
ability to cause motion or create change. Science
SC.5.P.10.3
Investigate and explain that an electrically-
charged object can attract an uncharged object
and can either attract or repel another charged
object without any contact between the objects.
Forms of Energy Physical
Science High 02/08
SC.5.P.10.4
Investigate and explain that electrical energy can
be transformed into heat, light, and sound
energy, as well as the energy of motion.
Forms of Energy Physical
Science High 02/08
SC.5.P.11.1
Investigate and illustrate the fact that the flow of
electricity requires a closed circuit (a complete
loop).
Energy Transfer
and
Transformations
Physical
Science Moderate 02/08
SC.5.P.11.2 Identify and classify materials that conduct
electricity and materials that do not.
Energy Transfer
and
Transformations
Physical
Science Moderate 02/08
SC.5.P.13.1
Identify familiar forces that cause objects to
move, such as pushes or pulls, including gravity
acting on falling objects.
Forces and
Changes in Motion
Physical
Science Low 02/08
SC.5.P.13.2
Investigate and describe that the greater the force
applied to it, the greater the change in motion of
a given object.
Forces and
Changes in Motion
Physical
Science Moderate 02/08
SC.5.P.13.3
Investigate and describe that the more mass an
object has, the less effect a given force will have
on the object's motion.
Forces and
Changes in Motion
Physical
Science Moderate 02/08
SC.5.P.13.4
Investigate and explain that when a force is
applied to an object but it does not move, it is
because another opposing force is being applied
by something in the environment so that the
Forces and
Changes in Motion
Physical
Science High 02/08
Fifth Grade Science Next Generation Sunshine State Standards Appendix D
REVISED
6/2011 37
Benchmark# Description Idea/Standard
Body Of
Knowledge/
Strand
Cognitive
Complexity
Rating
Date
Adopted/
Revised
forces are balanced.