MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 5 Course Code: 5020060 / Access Code: 7720060G1Pacing Date (s)10 Days 11-27-17 to 12-08-17

Topic Assessment Window 12-06-17 to 12-15-17

BODY OF KNOWLEDGE: P: Physical Science – N: Nature of Science

TOPIC VII: Energy Transfer

NEXT GENERATION SUNSHINE STATE

STANDARD(S)ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS ESSENTIAL

QUESTIONS

Big Idea 10: Forms of EnergySC.5.P.10.4SC.5.P.10.3

Big Idea 11: Energy Transfer and TransformationSC.5.P.11.1SC.5.P.11.2

Big Idea 8: Properties of MatterSC.5.P.8.4

Big Idea 1: The Practice of ScienceSC.5.N.1.1SC.5.N.1.5SC.5.N.1.6

Big Idea 2: The Characteristics of Scientific KnowledgeSC.5.N.2.1SC.5.N.2.2

ESE Access Points, LAFS, MAFS, and CS – see p. 2-5

A. Electrically charged objects1. Unlike charges Attract2. Like charges Repel

B. Static electricity is the buildup of electric charges on an object

C. Conductors of Electricity1. copper2. silver3. gold

D. Nonconductors or insulators1. plastic2. rubber

E. Flow of electricity requires 1. Closed circuit or pathway

for electron flow2. Source of energy3. Wires to conduct4. One or more switches

F. Electrical Energy Can be Transformed into1. Heat2. Light3. Sound4. Energy of Motion

Explore that electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.

Construct a simple electrical circuit.

Determine that the flow of electricity requires a closed circuit.

Investigate materials that conduct electricity and materials that do not.

Observe the transformation of chemical energy into light and/or heat energy.

Explain that electrical energy can be transformed into heat, light, and/or sound energy, as well as the energy of motion.

Text Book: TE Chapter 15pp. 473-485; pp. 447-453SC.5.P.10.3 Static Electricity PPTSC.5.P.11.1 Get Connected Essential LabP-SELL Resources Big Idea 11See p. 8.Vocabulary: atoms, electrons, protons, neutrons, attract, repel, positive charge, negative charge, electricity conductors, insulators, static electricity, electric current, circuit, wires, switch, heat, light, sound, energy of motionTechnology: (see p. 6-11) BYOD : Gizmos:Energy ConversionsCircuit BuilderStrategies:Use the Five E’s, Interactive Notebooks, Inquiry, Think/Pair/Share, Centers/Stations, Cooperative Learning Groups,o ELL:o Enrichment:o SPED:Assessment:Teacher Observation, Topic Assessment, Portfolio Assessments, Journal, Lab ReportLabs: (see pp. 11) AIMS: Atoms pp. 159-164SF Directed Inquiry: What can electricity flow through? P. 476Essential Labs # 6: Static Electricity &

How does static electricity cause objects to attract or repel one another?

What is electrical energy? How does an electric

circuit work? What are the necessary

elements of all complete circuits?

How can electrical energy be transformed?

What are some of the common properties that insulators share?

What are some insulators and conductors of electricity?

How is electrical energy used in the real world?

Related Programs:Dream in GreenElementary GardeningElementary Science FairSECMEThe Fairchild ChallengeSee p. 7-8.

Office of Academics and Transformation – Department of Science –Topic VII Page 1 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 5 Course Code: 5020060 / Access Code: 7720060G1

NEXT GENERATION SUNSHINE STATE

STANDARD(S)ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS ESSENTIAL

QUESTIONS

Essential Labs #7: Get Connected (See p. 11)

Office of Academics and Transformation – Department of Science –Topic VII Page 2 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 5 Course Code: 5020060 / Access Code: 7720060G1

BODY OF KNOWLEDGE: PHYSICAL SCIENCEBig Idea 10: Forms of EnergyA. Energy is involved in all physical processes and is a unifying concept in many areas of science.B. Energy exists in many forms and has the ability to do work or cause a change.

BENCHMARK CODE BENCHMARK

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. AA Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

Access PointsSC.5.P.10.In.4: Demonstrate that electricity can produce heat, light, and sound.SC.5.P.10.Su.4: Recognize examples of electricity as a producer of heat, light, and sound.SC.5.P.10.Pa.4: Identify one source of sound, heat, or light that uses electricity.http://www.cpalms.org/Public/PreviewStandard/Preview/1736

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.(Assessed as SC.5.P.10.4) Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

Access PointsSC.5.P.10.In.3: Identify that electrically charged materials will pull (attract) other materials.SC.5.P.10.Su.3: Recognize that electrically charged materials will pull (attract) other materials.SC.5.P.10.Pa.3: Demonstrate pushing away (repulsion) and pulling (attraction).http://www.cpalms.org/Public/PreviewStandard/Preview/1735

Big Idea 11: Energy Transfer and TransformationA. Waves involve a transfer of energy without a transfer of matter.B. Water and sound waves transfer energy through a material.C. Light waves can travel through a vacuum and through matter.

BENCHMARK CODE BENCHMARK

SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).(Assessed as SC.5.P.10.4) Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Access PointsSC.5.P.11.In.1: Identify the power source and wires (conductors) in an electrical circuit.SC.5.P.11.Su.1: Recognize the power source in an electrical circuit.SC.5.P.11.Pa.1: Recognize that electrical systems must be turned on (closed) in order to work.http://www.cpalms.org/Public/PreviewStandard/Preview/1737

SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not.(Assessed as SC.5.P.10.4) Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Access Points

Office of Academics and Transformation – Department of Science –Topic VII Page 3 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 5 Course Code: 5020060 / Access Code: 7720060G1SC.5.P.11.In.2: Identify materials that conduct electricity.SC.5.P.11.Su.2: Recognize a material that conducts electricity.SC.5.P.11.Pa.1: Recognize that electrical systems must be turned on (closed) in order to workhttp://www.cpalms.org/Public/PreviewStandard/Preview/1716

BODY OF KNOWLEDGE: NATURE OF SCIENCEBig Idea 1: The Practice of ScienceA: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

BENCHMARK CODE BENCHMARK

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. AACognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

Access PointsSC.5.N.1.In.1: Ask a question about the natural world, use selected reference materials to find information, work with others to carry out a simple experiment, and share results.SC.5.N.1.Su.1: Ask questions about the natural world, use selected materials to find information, observe, and identify answers to the question.SC.5.N.1.Pa.1: Explore, observe, and select an object or picture to respond to a question about the natural world.http://www.cpalms.org/Public/PreviewStandard/Preview/1705

SC.5.N.1.5 Recognize and explain the authentic scientific investigation frequently does not parallel the steps of “the scientific method. Assessed as SC.N.1.1Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Access PointsSC.5.N.1.In.4: Recognize that scientists use various methods to perform investigations, such as reviewing work of other scientists, making observations, and conducting experiments.SC.5.N.1.Su.4: Recognize ways that scientific evidence can be collected, such as by observing or measuring.SC.5.N.1.Pa.2: Recognize that people use observation and actions to get answers to questions about the natural world.

Office of Academics and Transformation – Department of Science –Topic VII Page 4 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 5 Course Code: 5020060 / Access Code: 7720060G1http://www.cpalms.org/Public/PreviewStandard/Preview/1709

SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation. Assessed as SC.N.1.1Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Access PointsSC.5.N.1.In.5: Determine whether descriptions of observations are based on fact or personal belief.SC.5.N.1.Su.5: Recognize facts about a scientific observation.SC.5.N.1.Pa.1: Explore, observe, and select an object or picture to respond to a question about the natural world.http://www.cpalms.org/Public/PreviewStandard/Preview/1710

Big Idea 2: The Characteristics of Scientific KnowledgeA: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.B: Scientific knowledge is durable and robust, but open to change.C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.

BENCHMARK CODE BENCHMARK

SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explaining must always be linked with evidence. AACognitive Complexity: Level 2: Basic Application of Skills & Concepts

Access PointsSC.5.N.2.In.1: Identify that science knowledge is based on observations and evidence.SC.5.N.2.Su.1: Recognize that science knowledge is based on careful observations.SC.5.N.2.Pa.1: Recognize the importance of making careful observationshttp://www.cpalms.org/Public/PreviewStandard/Preview/1711

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. AACognitive Complexity: Level 2: Basic Application of Skills & Concepts

Access PointsSC.5.N.2.In.2: Recognize that experiments involve procedures that can be repeated the same way by others.SC.5.N.2.Su.2: Recognize the importance of following correct procedures when carrying out science experiments.SC.5.N.2.Pa.2: Recognize that a common activity can be repeated.http://www.cpalms.org/Public/PreviewStandard/Preview/1712

Office of Academics and Transformation – Department of Science –Topic VII Page 5 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 5 Course Code: 5020060 / Access Code: 7720060G1Health, Math and Language Arts benchmarks should be integrated in appropriate topics throughout the year.

LANGUAGE ARTS: READING INFORMATIONAL TEXTLAFS.5.RI.1: Key Ideas & Details

BENCHMARK CODE BENCHMARK

LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

LAFS.5.RI.2: Craft and Structure

BENCHMARK CODE BENCHMARK

LAFS.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topics or subject area.

LAFS.5.RI.4: Range of Reading and Complexity of Text

BENCHMARK CODE BENCHMARK

LAFS.5.RI.4.10 By the end of the year, 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 andproficiently.

LANGUAGE ARTS: WRITINGLAFS.5.W.3: Research to Build and Present Knowledge

BENCHMARK CODE BENCHMARK

LAFS.5.W.3.8 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.

LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

LANGUAGE ARTS: SPEAKING AND LISTENING SKILLSLAFS.5.SL.1: Comprehension and Collaboration

BENCHMARK CODE BENCHMARK

LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Office of Academics and Transformation – Department of Science –Topic VII Page 6 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 5 Course Code: 5020060 / Access Code: 7720060G1

MATHEMATICS: MEASUREMENT AND DATAMAFS.5.MD.2: Represent and interpret data.

BENCHMARK CODE BENCHMARK

MAFS.5.MD.2.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

MATHEMATICS: GEOMETRYMAFS.5.G.1: Graph points on the coordinate plane to solve real-world and mathematical problems.

BENCHMARK CODE BENCHMARK

MAFS.5.G.1.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of thetwo axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

COMPUTER SCIENCE STANDARDSSC.35.CS-CC.1.3:Communication and Collaboration

BENCHMARK CODE BENCHMARK

SC.35.CS-CC.1.3 Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.

SC.35.CS-CC.1.1: Communication and Collaboration

BENCHMARK CODE BENCHMARK

SC.35.CS-CC.1.1 Identify technology tools for individual and collaborative data collection, writing, communication, and publishing activities.

Office of Academics and Transformation – Department of Science –Topic VII Page 7 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 5 Course Code: 5020060 / Access Code: 7720060G1Supplemental ResourcesContent Title

Big Idea 11: Energy Transfer and Transformation

PSELL Resources Big Idea 11: Energy Transfer and TransformationStudent Resources pp. 98-116

Located on the Learning Village – Elementary Pacing Guides - Science Grade 5 Quarter 1Click on PSell Resources. Open Quarter 2 PSELL Resources folder. Then open Big Idea 11 folder and select folders to download. (Assessment, Home Learning, Language Support, Review Games, Student Resources pp. 98-116, and Teacher Resources)

Electrical Circuits Chapter 15 Active Art: Parallel Circuits

https://www.pearsonsuccessnet.com/snpapp/login/login.jspIf not registered, select “Register Here” button. Under teachers click Register and enter Pearson access code: 542470 (same for all MDCPS and grade levels) and school zip code. Log in. Click on Take it to the Net. Select Games, Physical Science unit C.

Static Electricity (power point, and station card resources) correlated to Essential Lab 6: Static Electricity

SC.5.P.10.3 Static Electricity PPTStatic Electricity Station CardsStation 1, Station 2, Station 3, Station 4

http://science.dadeschools.net/elem/instructionalResources/IR-5.htmlSee Quarter 2.

Essential Lab #6 Static Electricity (power point, teacher notes and station card resources)

Essential Lab #6 Static Electricity PPTQ2 Essential Lab #6 NotesStation Instruction for Q2 Lab 6

http://science.dadeschools.net/elem/leadersSessionTwoOct2012.html

Gr. 5 Essential Lab #6 Static Electricity lab sheets

Essential Lab #6 Static Electricity (student)Essential Lab #6 Static Electricity (teacher)

https://mdcpsportal.dadeschools.net/employee/default.aspx

Open Learning Village: Pacing Guides and Curriculum Pathways: Elementary - Science Pacing Guides 5th Grade – Quarter 2- DISTRICT PACING GUIDES – 05 ScienceEssential Lab #6 Static Electricity (student)Essential Lab #6 Static Electricity (teacher)

Energy Transfer and Transformations

Static Sensations p. 241Static Strokes p. 251Static Electricity p. 257Balance Your Charge Account p. 259St. Elmo’s Fire p. 267Sparky’s Light Kit p. 269Blade Spinners p. 305The “Click” Heard Around the World p. 311Energy Connections p. 325Path Finders p. 275An Electrical Circuit p. 285Make a Switch p. 287Conductor or Insulator p. 333Conductor and Insulator p. 341Formative Assessment Questions p. 461

AIMS Physical Science Florida Grade 5

Electricity Electricity pp. 296 - 301 Grades 4-5 ScienceSaurus Handbook

Electrical Circuits Lab Zone Activities: How Can You Make the Bulb Light?

http://www.pearsonsuccessnet.com/ebook/products/0-328-10157-5/pdfs/lz_g5_uc_c15_1.pdf

Electricity related hands on ACS Chemistry for Life: http://portal.acs.org/portal/acs/corg/content?

Office of Academics and Transformation – Department of Science –Topic VII Page 8 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2017-2018 District Pacing Guide

GRADE 5 Course Code: 5020060 / Access Code: 7720060G1

activities Electricity _nfpb=true&_pageLabel=PP_SUPERARTICLE&node_id=1960&use_sec=false&sec_url_var=region1&__uuid=e9456a2c-600a-4e4e-b42e-4e48c079c82e

Gizmos - Online Inquiry Electrical Energy and Transformation

Circuit Builder http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=638

Electrical Circuit Simulation Using Electricity http://www.bbc.co.uk/schools/scienceclips/ages/6_7/electricity.shtml

Construct a working circuit simulation

Changing Circuits http://www.bbc.co.uk/schools/scienceclips/ages/10_11/changing_circuits.shtml

Circuits and Conductors Simulation

Circuits and Conductors http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors.shtml

Electrical Conductors Electrical Conductors http://www.floridastandards.org/Resources/PublicPreviewResource9906.aspx

Circuit Construction Simulation Circuit Construction Simulation http://www.floridastandards.org/Resources/PublicPreviewResource368.aspx

Assessment for Big Ideas 8 - 11: Properties of Matter, Changes in Matter, Forms of Energy, Energy Transfer and Transformations, and Forces and Changes in Motion

Florida Physical Science Assessment Fifth Grade pp. 463-468 AIMS Physical Science Florida Grade 5

Nature of ScienceElectrical and Sound Energy

The Boy Who Invented TV pp.68-85Time to Invent pp. 86-89 Grade 5 Literature Anthology McGraw-Hill Reading Wonders

The Fairchild Challenge The Fairchild Challengehttp://www.fairchildgarden.org/education/the-fairchild-challenge

Gardening Resource Lessons Gardening for Grades http://faitc.org/teachers/gardening-for-grades/

GSC Activities forElementary Schools

GSC Activities for

Elementary Schools

Resources for Green School Challengehttp://science.dadeschools.net/elem/InstructionalResources/instiPartners.html

Office of Academics and Transformation – Department of Science –Topic VII Page 9 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2016-2017 District Pacing Guide

GRADE 5 Course Code: 5020060

Standard: 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. AACognitive Complexity: High

Videos

Generating Electrical EnergyRenewable Sources of Electrical EnergyTransferring Electricity into Sound: A DemonstrationWhat is Electricity?Electricity in the Real WorldElectricity All Around Us

Image Electric lines

Animation electric

Exploration Changing the Form of Energy

Reading Passages

The Master of LightningUses of Electricity

Office of Academics and Transformation – Department of Science –Topic VII Page 10 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2016-2017 District Pacing Guide

GRADE 5 Course Code: 5020060

Standard: 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. (Assessed as SC.5.P.10.4) Cognitive Complexity: High

VideosElectricity: Positive and Negative ChargesStatic ElectricityStatic Electricity

Instructional Images

Combing hairLightning strike, how charges build up before (1)

Reading Passage Don't Move

Animation Static Electricity

Explorations

Static ElectricityAbout Electricity http://player.discoveryeducation.com/index.cfm? guidAssetId=1A46C857-E990-4E88-B797-6B7A5C364FA9

Brief Constructed

ResponseStatic Electricity

Science Content

Collection

Intro to Electricity and MagnetismElectricity: About ElectricityElectricity: Static Electricity

Standard: SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a

Office of Academics and Transformation – Department of Science –Topic VII Page 11 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2016-2017 District Pacing Guide

GRADE 5 Course Code: 5020060closed circuit (a complete loop). (Assessed as SC.5.P.10.4) Cognitive Complexity: High

Videos

Chemical Potential EnergyBatteries and CircuitsCurrent Electricity: CircuitsElectrical CircuitsElectrical Flow

Exploration Electric Current

Animation current

Brief Constructed

ResponseAbout Electricity

Science Content

CollectionElectricity: Electric Current

Standard: SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not. (Assessed as SC.5.P.10.4) Cognitive Complexity: High

Videos

ElectricityStatic and Current Electricity, Conductors and InsulatorsConductors, Insulators, Ohms

Instructional Image

Insulators on Power line

Standard: SC.5.P.8.4 Explore the scientific theory of atoms (also called atomic theory) by

Office of Academics and Transformation – Department of Science –Topic VII Page 12 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2016-2017 District Pacing Guide

GRADE 5 Course Code: 5020060recognizing that all matter is composed of parts that are too small to be seen without magnification. Cognitive Complexity: Low

Videos Generating Electricity at a Power PlantHow Electricity Is Created and Conducted

Student Learning Goals – Quarter 2 Big Idea 10 Office of Academics and Transformation – Department of Science –Topic VII Page 13 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2016-2017 District Pacing Guide

GRADE 5 Course Code: 5020060

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. (Also assesses SC.5.P.10.3, SC.5.P.11.1, and SC.5.P.11.2).(Level 3: Strategic Thinking & Complex Reasoning)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to evaluate examples to determine if energy is transformed from one form to another.

Create eight index cards that contain an illustration of an object that transforms energy to another form of energy. Evaluate each to determine how energy is being transformed. Explain the transformation using an energy transfer map.

Score/Step 4.0

I am able to relate that electrical energy can be transformed into other forms of energy.

Create a poster with pictures of five electrical devices from magazines and/or ads. Develop questions that others can answer to explain what kind of energy transformations are taking place in the devices. Write down the answers to the questions you developed.

Score/Step 3.0 Target

(Learning Goal)

I am able to identify or explain that electrical energy can be transformed into other forms of energy

Create a graphic organizer to identify three examples where electrical energy is transformed into other forms of energy. Explain the energy transformation process.

Score/Step 2.0

I am able to recognize that electrical energy can be transformed into other forms of energy.

Observe a lamp and another electrical device in your home. Draw the devices. Label and use arrows to show how electrical energy is changed into other forms of energy.

Student Learning Goals – Quarter 2 Big Idea 10

Office of Academics and Transformation – Department of Science –Topic VII Page 14 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2016-2017 District Pacing Guide

GRADE 5 Course Code: 5020060

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 object without any contact between the objects (Assessed as SC.5.P.10.4)(Level 3: Strategic Thinking & Complex Reasoning)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to independently perform an experiment to show the effect electrically-charged objects can have on other objects.

Go to http://www.sciencebob.com/experiments/ and select “Roll a Can with Static Electricity”. Do the demonstration and then design your own experiment.

Score/Step 4.0

I am able to evaluate the effect electrically-charged objects can have on other objects.

Write a creative short story about a situation you’ve experienced where charges have transferred from one object to another. Explain how and why this happens.

Score/Step 3.0 Target

(Learning Goal)

I am able to explain the cause and effect electrically-charged objects can have on other objects.

Choose one of the following objects: a piece of plastic (Saran Wrap), a balloon or a comb. Rub that object against your clothes or hair. Observe what happens when you hold that object near or above tiny pieces of paper or cereal (ex. Rice Crispies). Explain what happened and why it happened.

Score/Step 2.0

I am able to recall the effect electrically-charged objects can have on other objects.

Go to:http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zsnap/static-electricity-snap-crackle-jump/Write about what you observed.

Student Learning Goals – Quarter 2 Big Idea 11 Topic 7Office of Academics and Transformation – Department of Science –Topic VII Page 15 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2016-2017 District Pacing Guide

GRADE 5 Course Code: 5020060

SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop). (Assessed as SC.5.P.10.4).(Level 2: Basic Application of Skills & Concepts)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to analyze an experiment and formulate the rule that the flow of electricity requires a closed circuit.

Design and build an electric circuit at home that demonstrates the parts of a circuit and uses a switch to model open and closed positions.

Score/Step 4.0

I am able to relate why the flow of electricity requires a closed circuit. Draw a diagram of an open and closed circuit. Include labels and an explanation of why the flow of electricity requires a closed circuit.

Score/Step 3.0 Target

(Learning Goal)

I am able to determine in an investigation that the flow of electricity requires a closed circuit.

Go to www.explorelearning.comComplete Circuit Builder Activity B to demonstrate knowledge of a circuit.

Score/Step 2.0I am able to recognize that the flow of electricity requires a closed circuit. Draw a diagram of a closed circuit. Label parts.

Student Learning Goals – Quarter 2 Big Idea 11 Topic 7Office of Academics and Transformation – Department of Science –Topic VII Page 16 of 17Second Nine Weeks 2017-2018

MIAMI-DADE COUNTY PUBLIC SCHOOLS2016-2017 District Pacing Guide

GRADE 5 Course Code: 5020060

SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not. (Assessed as SC.5.P.10.4).(Level 2: Basic Application of Skills & Concepts)

Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to use data from investigations to evaluate materials that are good conductors of electricity and materials that do not.

Analyze data collected from step 4.0. Write a conclusion of the investigation about the materials that conducted electricity and materials that did not. What properties do conductors have in common versus non-conductors?

Develop a scale from 1-10 to organize the materials from strongest to weakest conductors using the brightness of the flashlight bulb as a guide.

Score/Step 4.0

I am able to evaluate which materials are good conductors of electricity. Construct an electric circuit made up of one “D” battery, 3 pieces of wire, flashlight bulb and masking tape. Test at least 10 objects (ex. pencil, eraser, penny, paper clip, plastic or foil) to evaluate whether or not they are good conductors of electricity.

Create a graphic organizer with conductors versus non-conductors to classify the test outcome.

Score/Step 3.0 Target

(Learning Goal)

I am able to identify materials that are good conductors of electricity. Create a foldable that conduct electricity and materials that do not.

Score/Step 2.0I am able to recognize some materials that are good conductors of electricity. Go to www.explorelearning.com

Complete Circuit Builder Activity A to demonstrate knowledge of a circuit.

Office of Academics and Transformation – Department of Science –Topic VII Page 17 of 17Second Nine Weeks 2017-2018