2012-2013 instructional curriculum plan grade: 5 course ... · pdf fileedusoft...

Time Allowed:

5 weeks

August 20 to

September 21

2012-2013 Instructional Curriculum Plan Grade: 5 Course: Science

Topic/Idea: BIG IDEA 5

EARTH IN SPACE AND TIME

Instructional Focus Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark:

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.5.3: Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and identify Earth's position in it. SC.4.E.5.4: Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. EduSoft Mini-Assessment(s): SC.5.E.5.1; SC.5.E.5.3; SC.4.E.5.4 LBA: Beginning of the Year Assessment Key Vocabulary: asteroid, comet, orbit, outer planet, inner planet, galaxy, solar system, Milky Way Core Resource:

Pearson Interactive Science Chapter 2 Lessons 1, 2, 3, 4

Learning Goal: Students will recognize and distinguish among the objects that make up our solar system including types of galaxies, planets, stars, asteroids, and comets.

Objectives:

1) Students will describe galaxies and stars 2) Students will describe the commo0n characteristics of the inner planets and the position of Earth in the solar system. 3) Students will identify the outer planets and describe their common characteristics. 4) Students will distinguish between asteroids and comets. Common Core: Science Focus: W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic; W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Benchmarks SC.5.E.5.2: Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets

Essential Content & Understanding:

Earth in Space and Time (Big Idea 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 d) Review fourth grade concepts:

rotation

revolution

phases of the moon e) Review third grade concepts:

Sun is a star that emits energy

Sun appears large and bright because it is the closest star to Earth

Essential Questions:

1) What is Earth’s position in our galaxy? 2) Describe the objects in our solar system. .

Resources/Links:

1. Remediation Links 2. Lab Sheet and Writing Link 3. Higher Order Questions

4. Enrichment Opportunities-SciLinks

5. Systems: Up, Up! Away 6. Rubrics 7. Suggested Resources: AIMS

Books/Activities “Out of this World” Teachers First- Type in topic

Lab: What does a spiral galaxy look like from different angles? Materials: 25 paper cups Ch 2 P. 44 Lab: How does a meteoroid fall through Earth’s atmosphere? Materials: chunk of fuzzy antacid tablet, 2 liter plastic bottle, water Ch 2 Les. 4 P. 64

http://www.floridastandards.org/Standards/PublicPreviewBenchmark1713.aspx











http://www.corestandards.org/the-standards/english-language-arts-standards/writing/grade-5/





http://w4.nkcsd.k12.mo.us/~tscott/DOK%20Question%20Stems.pdf

http://www.scilinks.org/Harcourt/HbRetrieve.aspx?GradeLvl=GradeFive&Code=5HB08

http://sciencenetlinks.com/lessons/systems-2-systems-up-up-and-away/

http://www.aimsedu.org/


http://www.teachersfirst.com/

Time Allowed:

5 weeks

September 24 to

October 12


Topic/Idea: BIG IDEA 1 & 2

THE PRACTICE OF SCIENCE & THE CHARACTERISTICS OF SCIENCE KNOWLEDGE


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information.

Annually Assessed Benchmark(s): 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.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. EduSoft Mini-Assessment(s): SC.5.N.1.1.; SC.5.N.2.1; SC.5.N.2.2 Key Vocabulary: Control group, data, evidence, experiment, hypothesis, investigation, observation, variable Core Resource:

Pearson Interactive Science Chapter 1 Lesson 1, 2, 3 ,4

Learning Goal: Students will understand how scientists learn about the natural world. Objectives: 1) Students will describe how scientists use inquiry to learn about the world around them. 2) Students will explain how scientists collect and interpret data using different kinds of tools in a safe way.

Common Core: Science Focus: W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic; W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Benchmarks:

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

*Big Idea 1 is taught throughout the year


Practice of Science- Big Idea 1 students will know the difference between an experiment and other types of scientific investigation a) repeated trials are essential b) identify a control group and explain its importance in an experiment c) science investigations can be done in many different ways d) compare and contrast personal opinion, interpretation and verified observation Characteristics of Scientific Knowledge-Big Idea 2 a) Scientific 8 step method- 1) purpose; 2)research 3) hypothesis 4)experiment; 5)analysis of data 6) data is collected and interpreted 7) use of graphs, charts, diagrams to collect and report data; 8)conclusion b) knows that an experiment must be repeated many times and yield consistent results before the results are accepted


1) What is science and what do scientists do? 2) What is the scientific method and why is it important?

Resources/Links:

1. Remediation Links 2. Lab Sheet and Writing Link 3. Higher Order Questions 4. Enrichment Opportunities-SciLinks 5. Rubrics 6. Suggested Resources: AIMS

Books/Activities Teachers First- Type in topic

Lab: Grape Lab Lesson Plan Lab: Why do scientists use thermometers? Chapter 1 p 14 Materials: 3 plastic cups, thermometer, warm water, room temp water Lab: How can a model help you learn about the real thing? Chapter 1 p 22 Materials: graph paper, scissors, meter stick, calculator (optional) Lab: Which towel absorbs the most water? Chap. 1 p 28 Materials: Graduated cylinder, plastic cup, water, 3 brands of paper towels.





































http://www.teachersfirst.com/


Topic/Idea: BIG IDEA 7 (*Review Big Idea 6)

EARTH SYSTEMS AND PATTERNS

Time Allowed:

7 weeks

October 15-

December 7

Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s):

*SC.4.E.6.2: Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. *SC.4.E.6.3: Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. *SC.4.E.6.4: Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).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.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time. EduSoft Mini-Assessment(s): SC.4.E.6.2; SC.4.E.6.3; SC.4.E.6.4; SC.5.E.7.1; SC.5.E.7.3 Date Range: 10-15-2012 to 11-30-2012 Key Vocabulary:

Condensation, Evaporation, Hydrosphere Precipitation, Reservoir, Water cycle, Barometric pressure, Circulation, Climate, Convection current Desert, Elevation, Hail, Humidity, Latitude, Natural disaster, Severe weather, Sleet weather Core Resource:

Pearson Interactive Science Chapter 3 Lessons 1, 2, Chapter 4 Lessons 1, 2, 3, 4, 5

Learning Goal: Students will understand the interactions among water, air, and land. Objectives: 1) Students will understand that water changes between the solid, liquid, and gas states. 2) Students will recognize that the ocean is a major resource in Earth’s water cycle. 3) Students will describe the factors that determine weather. 4) Students will explain that there are different types of precipitation and each is connected the other weather conditions. 5) Students will describe different weather patterns in different environments. 6) Students will explain that different climate zones have specific characteristics. 7) Students will describe how to make a plan for a natural disaster and explain why they should have a plan. Common Core: Science Focus: W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic; W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Benchmarks 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.7.4: Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time. 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 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.


Earth Systems and Patterns (Big Idea 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) 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 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


How does water move through the environment? What makes the weather change?

Resources/Links:

1. Remediation Links 2. Lab Sheet and Writing Link 3. Higher Order Questions 4. Enrichment Opportunities-SciLinks 5. Enrichment-Energy Sources and Use 6. Rubrics 7. AIMS Books/Activities

Lab: What happens when salt water evaporates? Ch 3 TE P 92 Materials: salt, water, plastic spoons, plastic bowl, plastic cup, metal marble, masking tape, plastic wrap Lab: Cloud in a Bottle- see resources Materials: 2 liter plastic bottle, matches, warm water Lab: How accurate are weather forecasts? Ch 4 page 110 Material: newspaper or internet access Lab: What can happen to warm air? Ch 4 page 124 Materials: tape, thread, foam bowl, warm water, metric ruler, scissors, spiral pattern












































http://sciencenetlinks.com/lessons/energy-sources-and-use/



Topic/Idea: BIG IDEA 8, 9

PROPERTIES OF MATTER & CHANGES IN MATTER

Time Allowed:

5 weeks

December 10 to

January 25, 2013

Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s):

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.8.3: 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. SC.5.P.9.1: Investigate and describe that many physical and chemical changes are affected by temperature. EduSoft Mini-Assessment(s):

SC.5.P.8.1; SC.5.P.8.3; SC.5.P.9.1 LBA: Middle of the Year Assessment Key Vocabulary:

Atom, Atomic theory, Chemical change Compound, Gas, Liquid, Mass, Mixture Molecule, Physical change, Solid, Solution Temperature, Volume Core Resource:

Pearson Interactive Science Chapter 5 Lessons 1, 2, 3, 4, 5, 6

Learning Goal: Students will recognize that all objects and substances in the world are made of matter and that matter can be classified by their physical and chemical properties as well as its ability to change. Objectives: 1) Students will describe properties of states of matter and identify phase changes. 2) Students will recognize basic properties of matter. 3) Students will identify properties of solutions and know that mixtures can be separated, based on properties of their parts. 4) Students will recognize that all things are made of particles called atoms and molecules which cannot be seen without magnification. 5) Students will understand that many physical and chemical changes are affected by temperature. Common Core: Science Focus: W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic; W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Benchmarks:

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.8.4: 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 (Big Idea 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 d. Theory of atoms

Matter is composed of parts that are too small to be seen without magnification

Changes in Matter( Big Idea 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


How can matter change?

Resources/Links:

1. Remediation Links 2. Lab Sheet and Writing Link

3. Higher Order Questions 4. Enrichment Opportunities-SciLinks 5. Rubrics 6. AIMS Books/Activities

Lab: How can water change states? Ch5 p 166 Materials: plastic bags, clear straws, dark paper, hand lens, bright area Lab: What are some properties of solids? Ch5 p172 Materials: safety goggles, hand lens, sand, salt, plastic spoon, 4 clear plastic cups, water, plastic pouring container, masking tape Lab: How can a mixture be separated? Ch 5 p178 Materials: clear plastic cup, 5 metal paper clips, 5 plastic paper clips, 5 brass fasteners, bar magnet, water Lab: What happens when air heats up? Ch 5 p192 Materials: 2 clear plastic bottles, 2 small round balloons, 2 bowls, warm water, room temperature water, stopwatch Lab: How can temperature affect a chemical change? Ch 5 p 196 Materials: 2 plastic cups, grad. cylinder, cold/warm water, 2 thermometers, 4 fizzy antacid tabs





























Topic/Idea: BIG IDEA 10, 11

FORMS OF ENERGY & ENERGY TRANSFER AND TRANSFORMATIONS

Time Allowed:

4 weeks

January 28 to

February 22, 2013


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s):

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.10.4: Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion EduSoft Mini-Assessment(s): SC.5.P.10.1; SC.5.P.10.2,; SC.5.P.10.4 Key Vocabulary:

Conductor, Electric circuit, Energy, Insulator Kinetic energy, Opaque, Potential energy Reflection, Refraction, Resistor, Static electricity Transform, Translucent, Transparent, Vibration Core Resource:

Pearson Interactive Science Chapter 6 Lessons 1, 2, 3, 4, 5, 6

Learning Goal: Students will understand that energy is involved in all physical processes and is a unifying concept in many areas of science and that energy exists in many forms and has the ability to do work or cause a change. Objectives: 1) Students will describe basic forms of energy and explain how energy has the ability to cause motion and change. 2) Students will describe light and sound energy. 3) Students will demonstrate an understanding of how a charged object can repel or attract other objects without touching them. 4) Students will explain how electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. 5) Students will explain how electricity can flow through some materials but not others, and that this electric flow requires a complete loop.


Benchmarks:

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.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.


Forms of Energy (Big Idea 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

Energy Transfer and Transformations (Big Idea 11) a. Flow of energy

requires a closed circuit b. Conductors and insulators of electricity

Essential Questions: How is energy transferred and transformed?

Resources/Links: 1. Remediation Links 2. Lab Sheet and Writing Link 3. Higher Order Questions


5. Rubrics 6. AIMS Books/Activities

Lab: What can affect the sound made by a rubber band? Ch 6, p.224 Material: thick/thin rubber band, plastic tub, ruler Lab:What are some colors in white light? Ch 6 p. 230 Material: mirror, plastic tub, flashlight, white paper, metric ruler Lab: Electromagnets ”Electrical Connection” AIMS Resources ,curriculum map Lab: What can electricity flow through? Ch 6, p. 244 Material: flashlight, bulb, holder, 3-wires, battery/battery holder, plastic spoon, paper clip, foil, penny, index card



























Time Allowed:

3 weeks

February 25 to

March 15, 2013


Topic/Idea: Big Idea 13

FORCES AND CHANGES IN MOTION


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s):

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.. EduSoft Mini-Assessment(s): SC.5.P.13.1; SC.5.P.13.2 Key Vocabulary:

Acceleration Balanced Contact force Force Friction Gravity Inertia Non-contact force Core Resource:

Pearson Interactive Science Chapter 7 Lessons 1, 2, 3

Learning Goal: Students will understand that energy is required to change the motion of objects. Energy change is understood in terms of forces-pushes or pulls. Objectives: 1) Students will describe some forces that cause objects to move. 2) Students will understand that a given object will have more change of motion with a large force than with a small force and that a given force will cause more change of motion on small masses than large masses. 3) Students will explain that a body will not start moving if the forces acting on it are balanced. Common Core: Science Focus: W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic; W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Benchmarks:

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. 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.


Forces and Changes in Motion (Big Idea 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


How do forces affect the motion of objects?

Resources/Links:

1. Remediation Links 2. Lab Sheet and Writing Link 3. Higher Order Questions 4. Enrichment Opportunities-SciLinks 5. Rubrics 6. AIMS Books/Activities

Lab: How can you make a paper helicopter drop slowly? Ch 7, p. 264 Material: scissors, paper clips, helicopter pattern, card stock, Lab: What forces affect the motion of a rocket?, Ch 7 p. 284 Materials: balloon, paper bag, string, straw, tape, meter stick






















Time Allowed:

6 weeks

March 18 to

May 3, 2013


Topic/Idea: Big Idea 14, 15, 17 (*Review 3rd & 4th )

ORGANIZATION AND DEVELOPMENT OF LIVING ORGANISMS, DIVERSITY AND EVOLUTION OF

LIVING ORGANISMS & INTERDEPENDENCE


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s): * SC.3.L.14.1: Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

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.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.

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.4.L.16.4: Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants .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. * SC.4.L.17.3: Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. EduSoft Mini-Assessment(s):

SC.5.L.14.1; SC.L.14.2; SC.5.L.15.1; SC.4.L.16.4; SC.5.L.17.1; SC.4.L.17.3

LBA: End of the Year Assessment Core Resource:

Pearson Interactive Science Chapter 8 Lessons 1 – 6 Chapter 9 Lessons 1-3

Learning Goal: Students will understand that plants and animals share many characteristics that help them grow and reproduce. Earth has a diversity of living things that depend upon each other for survival and changes in the environments can have a major impact on the population of plants and animals. Objectives: 1) Students will demonstrate an understanding that the circulatory system moves blood through the body 2) Students will explain that the respiratory system is made up of the lungs and other structures and describe how blood moves oxygen through the body 3) Students will describe the functions of the skeleton and muscles 4) Students will explain that the nervous system includes the brain, spinal cord, nerves, and sense organs, and that it tells your body how to react to its environment 5) Students will describe the parts and the functions of several other body systems , such as the digestive system,


Standards: all standards are annually assessed

Key Vocabulary: Bladder, Brain Cell, Circulatory system Diaphragm, Digestive system Excretory system, Exoskeleton Heart, Intestines, Kidneys, Liver, Lungs, Muscle, Muscular system Nervous system, Organ, Pancreas, Reproductive system, Respiratory system, Sensory Organs, Skeletal system, Skeleton, Skin, Stomach, System, Tissue, Trachea , Adaptation, Competition, Environment Extinct, Mutation, Species


Organization and Development of Living Organisms ( Big Idea 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 Diversity and Evolution of Living Organisms (Big Idea 15) Florida Saltwater Environment a. Classifications

Single celled organisms Protist

Saltwater Animals & Saltwater Plants b.. Habitat

Saltwater Animals & Saltwater Plants Interdependence (Big Idea 17) a. Food Chains/Webs

Aquatic & Land b. Population

Increase and Decrease c. Plant and Animal Adaptation

life cycle variations

animal behaviors

physical characteristics


How do living things function as a system? How do living things interact with their environment?

Resources/Links: 1. Remediation Links 2. Lab Sheet and Writing Link 3. Higher Order Questions


5. Rubrics 6. AIMS Books/Activities

Lab: Reaction Time, Ch 8, p. 328 Materials: meter stick, pencil and graph paper Lab: What can speed digestion?, Ch 8 p 334 Materials: 2 sugar cubes, water, plastic bag, spoon, 2 plastic cups, stop watch Lab: How can plants survive in the desert?, Ch 9 p 372 Materials: paper towels, foil, container, water Lab: Which bird beak can crush seeds? Ch 9 p. 378 Material: 2 clothes pins, straw, 2 craft sticks, glue Lab: What leaf shape helps leaves stay dry? Ch 9 Inquiry, p. 384 Material: scissors, plastic tub, water, timer, paper towel, green construction paper Lab: Indian River Lagoon Activity Book Les 1-4


































http://www.sjrwmd.com/itsyourlagoon/irlactivitybook.html

Time Allowed:

4 weeks

May 5 to June 5,

2013

2012-2013 Instructional Curriculum Plan Grade: 5th Course: Science

Topic/Idea: Big Idea 14, 15, 17 (Review)

ORGANIZATION AND DEVELOPMENT OF LIVING ORGANISMS, DIVERSITY AND EVOLUTION OF

LIVING ORGANISMS & INTERDEPENDENCE


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s): All annually assessed benchmarks have been covered. End of the year LBA should be given to determine benchmarks to be reviewed. EduSoft Mini-Assessment(s): Mini assessments in Pearson Online can be used to progress monitor. Date Range: May 5, 2013 – June 5, 2013

Learning Goal: Students will review the science standards ensuring they have mastered the necessary content. Objectives: 1) Students will review standards that have not been mastered as a result of the end of the year Lake County Benchmark Assessment (LBA) 2) Students will engage in enrichment activities such as inquiry labs, projects, or research.


Standards: Review Standards not mastered during the year.


Provide enrichment activities such as AIMS, FOSS, or individual research projects.


What science concepts do I need to review?

Resources/Links: 1. Remediation Links 2. Lab Sheet and Writing Link 3. Higher Order Questions 4. Enrichment Opportunities-SciLinks 5. Rubrics 6. AIMS Books/Activities

Resources: Suggested Read Aloud: “Alligator Crossing” Covers Reading and Science





2012-2013 instructional curriculum plan grade: 5 course ... · pdf fileedusoft...

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