JEFFERSON PARISH PUBLIC SCHOOL SYSTEM
GRADE 5 SCIENCE
2015
Scope, Sequence, Timeline
Correlation to Grade Level Expectations, Benchmarks, the
Louisiana Comprehensive Curriculum and Textbook
Revised 2015
Cathie Smith 5th Grade
2
Instructions for use:
The book used in the 5th
grade curriculum is:
Name of Textbook: Macmillan McGraw-Hill Science-A Closer Look
Copyright date: 2012
Cost: $61.80
The 2008 Comprehensive Curriculum (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of
Education website at www.louisianabelieves.com
Important: Using the Louisiana Comprehensive Curriculum activities will assure you that you will be applying and using the Science as
Inquiry GLEs and the Content GLEs.
LCC Features:
BLM: Black Line Masters [Note: Not all activities have a BLM]
Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy has a built
in link to the literacy strategy in the 2008 Comprehensive Curriculum.
Activities Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity Specific
Assessments]
There are also activities in the textbook that may cover the Science as Inquiry and Content GLEs. These textbook activities are listed in this
document.
Online Resources: ConnectED Master Access Codes – Codes can be redeemed at
http://connected.mcgraw-hill.com/
o Louisiana Science A Closer Look Grade 5 Teacher Edition 6DOC-MXBL-SB5B-6E4F
o Louisiana Science A Closer Look Grade 5 Student Edition G9K2-V4K1-DYJ4-BKSC (Note – This student code is NOT to
share with students. It is for the teacher to have online access to a student edition of the text. Once registering online, student
codes will be generated to share with students.)
McGraw Hill Technical Support : 1-800-437-3715 or [email protected]
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Grade Level Expectations for Fifth Grade Science
Science as Inquiry The Abilities To Do Scientific Inquiry
1. Generate testable questions about objects, organisms, and events that can be answered through scientific investigation (SI-M-A1)
2. Identify problems, factors, and questions that must be considered in a scientific investigation (SI-M-A1)
3. Use a variety of sources to answer questions (SI-M-A1)
4. Design, predict outcomes, and conduct experiments to answer guiding questions (SI-M-A2)
5. Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2)
6. Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)
7. Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3)
8. Use consistency and precision in data collection, analysis, and reporting (SI-M-A3)
9. Use computers and/or calculators to analyze and interpret quantitative data (SI-M-A3)
10. Identify the difference between description and explanation (SI-M-A4)
11. Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter
plots, symbols)
(SI-M-A4)
12. Use data and information gathered to develop an explanation of experimental results (SI-M-A4)
13. Identify patterns in data to explain natural events (SI-M-A4)
14. Develop models to illustrate or explain conclusions reached through investigation (SI-M-A5)
15. Identify and explain the limitations of models used to represent the natural world (SI-M-A5)
16. Use evidence to make inferences and predict trends (SI-M-A5)
17. Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and predictions (SI-M-A6)
18. Identify faulty reasoning and statements that misinterpret or are not supported by the evidence (SI-M-A6)
19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) (SI-M-A7)
20. Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations (SI-M-A7)
21. Distinguish between observations and inferences (SI-M-A7)
22. Use evidence and observations to explain and communicate the results of investigations (SI-M-A7)
23. Use relevant safety procedures and equipment to conduct scientific investigations (SI-M-A8)
24. Provide appropriate care and utilize safe practices and ethical treatment when animals are involved in scientific field and laboratory research (SI-M-A8)
Understanding Scientific Inquiry
25. Compare and critique scientific investigations (SI-M-B1)
26. Use and describe alternate methods for investigating different types of testable questions (SI-M-B1)
27. Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1)
28. Recognize that investigations generally begin with a review of the work of others (SI-M-B2)
29. Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3)
30. Describe why all questions cannot be answered with present technologies (SI-M-B3)
31. Recognize that there is an acceptable range of variation in collected data (SI-M-B3)
32. Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) (SI-M-B3)
33. Evaluate models, identify problems in design, and make recommendations for improvement (SI-M-B4)
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34. Recognize the importance of communication among scientists about investigations in progress and the work of others (SI-M-B5)
35. Explain how skepticism about accepted scientific explanations (i.e., hypotheses and theories) leads to new understanding (SI-M-B5)
36. Explain why an experiment must be verified through multiple investigations and yield consistent results before the findings are accepted (SI-M-B5)
37. Critique and analyze their own inquiries and the inquiries of others (SI-M-B5)
38. Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6)
39. Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA fingerprinting) (SI-M-B7)
40. Evaluate the impact of research on scientific thought, society, and the environment (SI-M-B7)
Physical Science Properties and Changes of Properties in Matter
1. Measure a variety of objects in metric system units (PS-M-A1)
2. Compare the physical properties of large and small quantities of the same type of matter (PS-M-A1)
3. Describe the structure of atoms and the electrical charge of protons, neutrons, and electrons (PS-M-A2)
4. Identify the physical and chemical properties of various substances and group substances according to their observable and measurable properties (e.g., conduction, magnetism,
light transmission) (PS-M-A3)
5. Describe the properties and behavior of water in its solid, liquid, and gaseous phases (states) (PS-M-A5)
6. Describe new substances formed from common chemical reactions (e.g., burning paper produces ash) (PS-M-A6)
Motions and Forces
7. Compare, calculate, and graph the average speeds of objects in motion using both metric system and U.S. system units (PS-M-B1)
8. Explain that gravity accelerates all falling objects at the same rate in the absence of air resistance (PS-M-B3)
9. Demonstrate a change in speed or direction of an object’s motion with the use of unbalanced forces (PS-M-B5)
Transformations of Energy
10. Compare potential and kinetic energy and give examples of each (PS-M-C1)
11. Classify energy resources as renewable, non-renewable, or inexhaustible (PS-M-C1)
12. Identify the Sun as Earth’s primary energy source and give examples (e.g., photosynthesis, water cycle) to support that conclusion (PS-M-C3)
13. Investigate how changes in the position of a light source and an object alter the size and shape of the shadow (PS-M-C4)
14. Identify other types of energy produced through the use of electricity (e.g., heat, light, mechanical) (PS-M-C6)
Life Science Structure and Function in Living Systems
15. Identify the cell as the basic unit of living things (LS-M-A1)
16. Observe, identify, and describe the basic components of cells and their functions (e.g., cell wall, cell membrane, cytoplasm, nucleus) (LS-M-A1)
17. Compare plant and animal cells and label cell components (LS-M-A2)
18. Describe the metamorphosis of an amphibian (e.g., frog) (LS-M-A3)
19. Describe the processes of photosynthesis and respiration in green plants (LS-M-A4)
20. Describe the levels of structural organization in living things (e.g., cells, tissues, organs, organ systems) (LS-M-A5)
21. Identify diseases caused by germs and how they can be transmitted from person to person (LS-M-A7)
Populations and Ecosystems
22. Develop and use a simple dichotomous key to classify common plants and animals (LS-M-C1)
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23. Construct food chains that could be found in ponds, marshes, oceans, forests, or meadows (LS-M-C2)
24. Describe the roles of producers, consumers, and decomposers in a food chain (LS-M-C2)
25. Compare food chains and food webs (LS-M-C2)
26. Identify and describe ecosystems of local importance (LS-M-C3)
27. Compare common traits of organisms within major ecosystems (LS-M-C3)
28. Explain and give examples of predator/prey relationships (LS-M-C4)
Adaptations of Organisms
29. Describe adaptations of plants and animals that enable them to thrive in local and other natural environments (LS-M-D1)
Earth and Space Science Structure of the Earth
30. Identify organic and inorganic matter in soil samples with the aid of a hand lens or microscope (ESS-M-A4)
31. Identify common rocks and minerals and explain their uses and economic significance (ESS-M-A5)
32. Demonstrate the results of constructive and destructive forces using models or illustrations (ESS-M-A7)
33. Identify the processes that prevent or cause erosion (ESS-M-A7)
34. Identify the components of the hydrosphere (ESS-M-A11)
35. Identify the atmosphere as a mixture of gases, water vapor, and particulate matter (ESS-M-A11)
36. Identify, describe, and compare climate zones (e.g., polar, temperate, tropical) (ESS-M-A11)
37. Identify typical weather map symbols and the type of weather they represent (ESS-M-A12)
Earth History
38. Estimate the range of time over which natural events occur (e.g., lightning in seconds, mountain formation over millions of years) (ESS-M-B3)
Earth in the Solar System
39. Identify the physical characteristics of the Sun (ESS-M-C1)
40. Describe the significance of Polaris as the North Star (ESS-M-C1)
41. Explain why the Moon, Sun, and stars appear to move from east to west across the sky (ESS-M-C1)
42. Differentiate among moons, asteroids, comets, meteoroids, meteors, and meteorites (ESS-M-C2)
43. Describe the characteristics of the inner and outer planets (ESS-M-C2)
44. Explain rotation and revolution by using models or illustrations (ESS-M-C4)
45. Identify Earth’s position in the solar system (ESS-M-C5)
46. Identify and explain the interaction of the processes of the water cycle (ESS-M-C6) (ESS-M-A10)
47. Identify and explain advances in technology that have enabled the exploration of space (ESS-M-C8)
Science and the Environment 48. Determine the ability of an ecosystem to support a population (carrying capacity) by identifying the resources needed by that population (SE-M-A2)
49. Identify and give examples of pollutants found in water, air, and soil (SE-M-A3)
50. Describe the consequences of several types of human activities on local ecosystems (e.g., polluting streams, regulating hunting, introducing nonnative species) (SE-M-A4)
51. Describe naturally occurring cycles and identify where they are found (e.g., carbon, nitrogen, water, oxygen) (SE-M-A7)
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Fifth Grade Suggested Time Line
First Nine Weeks: Unit 1: Properties……………………...........................................................................................3 weeks
Unit 2: Reactions………………………….................................................................................2.5 weeks
Unit 3: Force, Motion, and Energy Transformations.....................................................................3 weeks
Second Nine Weeks: Unit 3: Force, Motion, and Energy Transformations.....................................................................1 week
Unit 4: Cells to Living Organisms…………………………………………………………………4 weeks
Unit 5: Ecosystems………………………………………………………………………………...4 weeks
Third Nine Weeks: Unit 5: Ecosystems………………………………………………………………………………....2 weeks
Unit 6: Earth: Its Lithosphere, Hydrosphere, and Atmosphere ……………………………….…...5 weeks
Unit 7: Cycles and Climates…………………………………………………………….……..……2 weeks
Fourth Nine weeks: Unit 7: Cycles and Climates…………………………………….…………..………….…….…… 3 weeks
Unit 8: Space………..…………………………………………………………...……….……….....5 weeks
NOTE:
LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES.
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Unit 1:
Properties Time Frame 3 Weeks
Revised 2015
Cathie Smith 5th Grade
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Benchmarks
Unit 1: Properties
Grade Level Expectation
Comprehensive Curriculum
Activities
From
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
SI-M-A8
utilizing safety procedures during
scientific investigations
SI 23- use relevant safety procedures and equipment to
conduct scientific investigations
Activity 1-Science
and Safety in the
Classroom p. 3
Safety Tips pp. 16-17
PS-M-A1
Investigating, measuring, and
communicating the properties of
different substances which are
independent of the amount of the
substance.
PS 4-Indentify the physical and chemical properties of
various substances and group substances according to their
observable and measurable properties (e.g. conduction,
magnetism, light transmission)
SI 7 Record observations using methods that complement
investigations (e.g., journals, tables, charts)
SI 22Use evidence and observations to explain and
communicate the results of investigations
Activity 2-
Quantitative
Observation of
Physical Properties
p. 4
►BLM: Identify
that Object
Explore: p. 33
Quick Labs: p. 37, 39
Unit 1 Lesson 2, pp.
32-43
PS-M-A1
Investigating, measuring, and
communicating the properties of
different substances which are
independent of the amount of the
substance
PS 1-measure a variety of objects in metric system units
PS 2-Compare the physical properties of large and small
quantities of the same type of matter.
SI 6 Select and use appropriate equipment, technology,
tools, and metric system units of measurement to make
observations
SI 22Use evidence and observations to explain and
communicate the results of investigations
SI 7, 8, 9,19
Activity 3-Measure
to Measure p. 5-6
►BLM: Measure
to Measure
Assessment p.19
Focus on Skills: pp. 44-45 Unit 1 Lesson 2, pp.
32-43
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Benchmarks
Unit 1: Properties
Grade Level Expectation
Comprehensive
Curriculum
Activities From
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
PS-M-A1
Investigating, measuring, and
communicating the properties of
different substances which are
independent of the amount of the
substance
PS 1-measure a variety of objects in metric system units
PS 2-Compare the physical properties of large and small
quantities of the same type of matter.
SI 6 Select and use appropriate equipment, technology,
tools, and metric system units of measurement to make
observations
SI 10 Identify the difference between description and
explanation
SI 9,22
Activity 4-Types of
Measurement p. 6-9
Literacy
Strategy: Learning
logs
Activity Specific
Assessment: p. 19
Focus on Skills: pp. 44-45 Unit 1 Lesson 2, pp.
32-43
PS-M-A3 Grouping substances
according to similar properties
and/or behaviors.
PS-M-A6-Investigating chemical
reactions between different
substances to discover that new
substances formed may have new
physical properties and do have
new chemical properties.
PS 4-Indentify the physical and chemical properties of
various substances and group substances according to their
observable and measurable properties (e.g. conduction,
magnetism, light transmission)
PS 6-Describe new substances formed from common
chemical reactions (e.g. burning paper produces ash)
SI 7,16,21,22,23
Activity 5-Property
Discovery p. 9-12
Literacy
Strategy: Leaning
logs and graphic
organizers
Quick Labs: p. 37, 39
Title V 5th grade inquiry
lab-The effect of the type of
material on the ability to
conduct electricity
Unit 1 Lesson 2, pp.
32-43
PS-M-A3
Grouping substances according to
similar properties and/or
behaviors.
PS 4-Indentify the physical and chemical properties of
various substances and group substances according to their
observable and measurable properties (e.g. conduction,
magnetism, light transmission)
SI 1Generate testable questions about objects, organisms,
and events that can be answered through scientific
investigation
SI 16 Use evidence to make inferences and predict trends
SI 22 Use evidence and observations to explain and
communicate the results of investigations
SI 6,7,8,12,13, 23
Activity 6-
Magnetism, Heat
and Electricity
P. 12-13
Literacy
Strategy: Charts
Unit 1 Lesson 2, pp.
32-43
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Benchmarks
Unit 1: Properties
Grade Level Expectation
Comprehensive
Curriculum
Activities From
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
PS-M-A2
Understanding that all matter is
made up of particles called atoms
and that atoms of different
elements are different.
PS 3-Describe the structure of atoms and the
electrical charge of protons, neutrons, and
electrons.
SI 15 Identify and explain the limitations of
models used to represent the natural world
SI 28. Recognize that investigations generally
begin with a review of the work of others
SI-35 Explain how skepticism about accepted
scientific explanations (i.e., hypotheses and
theories) leads to new understanding
SI 14
Activity 7-Atoms p. 13-
15
Literacy Strategy: Learning logs
Explore: p. 21
Unit 1 Lesson 1, pp. 20-
29
PS-M-A2
Understanding that all matter is
made up of particles called atoms
and that atoms of different
elements are different.
PS 3-Describe the structure of atoms and the
electrical charge of protons, neutrons, and
electrons
SI 3,11,13,15,19
Activity 8-Become an
Element Consultant p.
15-17
Literacy Strategy:
Professor Know-It -All
Activity Specific
Assessment: p. 19
Quick Lab: p. 25 Unit 1 Lesson 1, pp. 20-
29
PS-M-A2
Understanding that all matter is
made up of particles called atoms
and that atoms of different
elements are different.
PS 3-Describe the structure of atoms and the
electrical charge of protons, neutrons, and
electrons
SI 15 Identify and explain the limitations of
models used to represent the natural world
SI 19 Communicate ideas in a variety of ways
(e.g., symbols, illustrations, graphs, charts,
spreadsheets, concept maps, oral and written
reports, equations)
SI 23
Activity 9-Human
Models of Elements p.
17
Science Task: p. 47 Unit 1 Lesson 1, pp. 20-
29
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Unit 2:
Reactions
Time Frame 2.5 Weeks
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13
Benchmark
Unit 2:Reactions
Grade Level Expectation
Comprehensive
Curriculum
Activities From
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer Look
Grade 5
PS-M-A5
Investigating the relationships
among temperature, molecular
motion, phase changes, and
physical properties of matter.
PS 5-describe the properties and behavior of
water in its solid, liquid, and gaseous phases
(states)
SI 13 Identify patterns in data to explain natural
events
SI 21 Distinguish between observations and
inferences
SI 23Use relevant safety procedures and
equipment to conduct scientific investigations
SI 6,7,12,22
Activity 1-Going
Through the Phases
p. 16-17
►BLM:
Changing Phases
Literacy Strategy-
SPAWN
Explore: p. 53
Unit 2 Lesson 1, pp.52-
59
PS-M-A5
Investigating the relationships
among temperature, molecular
motion, phase changes, and
physical properties of matter.
PS 5-Describe the properties and behavior of
water in its solid, liquid, and gaseous phases
(states).
SI 15Identify and explain the limitations of
models used to represent the natural world
SI 7,22,23
Activity 2- How are
they Different?
P. 15-16
Quick Lab: p. 57 Unit 2 Lesson 1, pp.52-
59
PS-M-A5
Investigating the relationships
among temperature, molecular
motion, phase changes, and
physical properties of matter
PS-M-C3
Understanding that the sun is a
major source of energy and that
energy arrives at the Earth’s
surface as light with a range of
wavelengths
PS 5-Describe the properties and behavior of
water in its solid, liquid, and gaseous phases
(states).
PS 12-Identify the sun as Earth’s primary energy
source and give examples (photosynthesis, water
cycle).
SI 4 Design, predict outcomes, and conduct
experiments to answer guiding questions
SI 5Identify independent variables, dependent
variables, and variables that should be controlled
in designing an experiment
SI 12Use data and information gathered to
develop an explanation of experimental results
SI 16 Use evidence to make inferences and
predict trends
SI 7,10,19,21,22
Activity 3-
Condensation Example-
Water Cycle
p. 17-18
►BLM:
Water Cycle Voc.
Chart
Literacy Strategy-
Voc. Self-awareness,
Modifies DR-TA
Assessment p. 35
Focus on Skills: pp. 60-61
Unit 2 Lesson 1, p. 55
Unit 2 Lesson 2, p. 70
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Benchmark
Unit 2:Reactions
Grade Level Expectation
Comprehensive
Curriculum
Activities From
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer Look
Grade 5
PS-M-A6
Investigating chemical reactions
between different substances to
discover that new substances
formed may have new physical
properties and do have new
chemical properties.
PS 5-Describe the properties and behavior of
water in its solid, liquid, and gaseous phases
(states).
PS 6-Describe new substances formed from
common chemical reactions (e.g. burning paper
produces ash
SI 5 Identify independent variables, dependent
variables, and variables that should be controlled
in designing an experiment
SI 22 Use evidence and observations to explain
and communicate the results of investigations
SI 4,7,12,23
Activity 4-What is
Rust?
P. 18-19
Literacy Strategy-
Learning logs
Assessment p. 35
Explore: p. 63
Focus on Skills: pp. 60-61
Unit 2 Lesson 2, pp. 62-
71
PS-M-A1
Investigating measuring and
communicating the properties of
different substances which are
independent of the amount of
substance.
PS-M-A3
Grouping substances according to
similar properties and/ or
behaviors.
PS-M-A6
Investigating chemical reactions
between different substances to
discover that new substances
formed may have new physical
properties and do have new
chemical properties.
PS 6-describe new substances formed from
common chemical reactions
(e.g. burning paper produces ash
SI 21 Distinguish between observations and
inferences
SI 22 Use evidence and observations to explain
and communicate the results of investigations
SI 7, 12, 23
Activity 5- Physical
Change or Chemical
Change? p.31-32
Quick Lab: p. 69
Math in Science: p. 73
Science Task: p. 75
Unit 2 Lesson 2, pp. 62-
71
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Benchmark
Unit 2:Reactions
Grade Level Expectation
Comprehensive
Curriculum
Activities From
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
PS-M-A1
Investigating measuring and
communicating the properties of
different substances which are
independent of the amount of
substance.
PS-M-A3
Grouping substances according
to similar properties and/ or
behaviors.
PS-M-A6
Investigating chemical reactions
between different substances to
discover that new substances
formed may have new physical
properties and do have new
chemical properties.
PS 4-Identify the physical and chemical properties
of various substances and group substances
according to their observable and measurable
properties (e.g. conduction, magnetism, light
transmission)
PS 6-describe new substances formed from
common chemical reactions
(e.g. burning paper produces ash)
SI 21 Distinguish between observations and
inferences
SI 22 Use evidence and observations to explain
and communicate the results of investigations
SI 23,37
Activity 6-Chemistry in
Cooking p. 19-20
Literacy Strategy: Learning logs
Activity Specific
Assessment: p. 35
Title V 5th
grade inquiry lab-
The effect of different colors of
construction paper on the
temperature of the air
underneath the paper
Title V 5th
grade inquiry lab- The effect of sugar or salt on the
temperature of ice
Unit 2 Lesson 2, pp. 62-
71
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Unit 3:
Force, Motion, and
Energy
Transformations
Time Frame 4 Weeks
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17
Benchmark
Unit 3: Force, Motion, and Energy
Transformations
Grade Level Expectation
Comprehensive
Curriculum
Activities From
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
PS-M-B1
describing and graphing the
motions of objects
PS 7-compare, calculate and graph the average
speeds of objects in motion using both metric
system and U.S. system units
SI 9, 12, 31,32
Activity 1-
You are Going How
Fast? p. 39-41
►BLM:You Were
Going How Fast?
Literacy Strategy: Voc. Self-awareness
Chart
Explore: p. 81
Unit 3 Lesson 1, pp. 80-
89
PS-M-B1
Describing and graphing the
motions of objects.
PS 7-Compare, calculate and graph the average
speeds of objects in motion using both metric
system and U.S. system units.
SI 1,4,5,9,11,28,36
Activity 2-Speed it Up
or Slow it Down p. 41-
43
►BLM: Force, Motion,
and Energy Voc.
Literacy Strategy:
Learning logs
Quick Lab: p. 85
Unit 3 Lesson 1, pp. 80-
89
PS-M-B5
Understanding that unbalanced
forces will cause changes in the
speed or direction of an object’s
motion
PS 9-Demonstrate a change in speed or direction
of an object’s motion with the use of unbalanced
forces
SI 16,18,19,22
Activity 3-Balanced and
Unbalanced Forces
p. 43-45
►BLM: Force, Motion,
and Energy Voc.
Literacy Strategy: Learning logs
Activity Specific
Assessment: p.55
Quick Lab: p. 99
Focus on Skills: pp. 102-103
Title V 5th
grade inquiry based
lab-The effect of different
surfaces on the amount of time it
takes a car to travel in seconds
Unit 3 Lesson 2, pp. 92-
101
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18
Benchmark
Unit 3: Force, Motion, and Energy
Transformations
Grade Level Expectation
Comprehensive
Curriculum
Activities From
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer Look
Grade 5
PS-M-B3
Understanding that when an
object is not being subjected to a
force it will continue to move at a
constant speed and in a straight
line.
PS 8-Explain that gravity accelerates all falling
objects at the same rate in the absence of air
resistance.
SI 7,22,38
Activity 4-Paper Race
p.45-46
Literacy
Strategy:Learning logs
Explore: p. 93
Unit 3 Lesson 2, pp. 92-
101
PS-M-B1
Describing and graphing the
motions of objects.
PS-M-B5
Understanding that unbalanced
forces will cause changes in the
speed or direction of an object’s
motion.
PS 8-Explain that gravity accelerates all falling
objects at the same rate in the absence of air
resistance.
PS 9-demonstrate a change in speed or direction of
an object’s motion with the use of unbalanced
forces
SI 2, 5, 14, 20, ,33,36
Activity 5-Parachute
Drop p. 46-47
►BLM:
Force, Motion, and
Energy Voc.
Literacy Strategy-
Learning logs
Title V 5th
grade inquiry
based lab-What is the effect of
the shape of paper on the
amount of time to fall from a
given height?
Unit 3 Lesson 2, pp. 92-
101
Revised 2015
Cathie Smith 5th Grade
19
Benchmark
Unit 3: Force, Motion, and Energy
Transformations
Grade Level Expectation
Comprehensive
Curriculum
Activities From
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
PS-M-C1
Identifying and comparing the
characteristics of different types
of energy.
PS 10-compare potential and kinetic energy and
give examples of each
SI 7,19,22
Activity 6-Kinetic and
Potential p. 47-48
►BLM:
Force, Motion, and
Energy Voc.
Literacy Strategy-
Learning logs
Activity Specific
Assessment p.55
Explore: p. 105
Quick Lab: p. 109
Be a Scientist: pp. 112-113
Title V 5th
grade inquiry lab-
The effect of different size
marbles on the distance in
centimeters when traveled
down a plane
Unit 3 Lesson 3, pp.
104-111
PS-M-C1
Identifying and comparing the
characteristics of different types
of energy
PS 11-Classify energy resources as renewable,
non-renewable or inexhaustible
SI 16,19
Activity 7-
Classify Energy
Resources that Live Up to
Their Potential p. 48-49
►BLM:
Energy Resources: Which
Is Best?
Literacy Strategy-
Learning logs
Explore: p. 129
Quick Lab: p. 133
Unit 3 Lesson 3, pp.
104-111
Unit 3 Lesson 5, pp.
128-141
PS-M-C3
Understanding that the sun is a
major source of energy and that
energy arrives at the Earth’s
surface as light with a range of
wavelengths.
PS 12-Identify the sun as Earth’s primary energy
source and give examples (e.g. photosynthesis,
water cycle) to support that conclusion
SI 19
Activity 8-Sun: The
Primary Source of Energy
p. 49-50
Literacy Strategy-
Learning logs, SPAWN
Activity Specific
Assessment p.55
Explore: p. 115
Science Task: p. 145
Unit 2 Lesson 2, p. 70
Unit 3 Lesson 4, p. 124
Unit 3 Lesson 5, pp.
128-141
Revised 2015
Cathie Smith 5th Grade
20
Benchmark
Unit 3: Force, Motion, and Energy
Transformations
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
PS-M-C6
Describing the types of energy
that can be involved, converted
or released in electrical circuits.
PS 14-Identify other types of energy produced
through the use of electricity (e.g. heat, light,
mechanical).
SI 4,7, 22, 23
Activity 9-Taking a
close look at electric
circuits p. 30
Literacy Strategy-
Learning logs
Quick Lab: p. 119
Unit 3 Lesson 4, p. 114-
125
PS-M-C6
Describing the types of energy
that can be involved, converted
or released in electrical circuits.
PS 14-Identify other types of energy produced
through the use of electricity (e.g. heat, light,
mechanical).
SI 11, 19, 22, 23
Activity 10-
Transformations in
Energy
p. 51-52
Unit 3 Lesson 4, p. 114-
125
PS-M-C4
Observing and describing the
interactions of light and matter
(reflection, refraction,
absorption, transmission
scattering).
ESS-M-C1
Identify the characteristics of the
sun and other stars
PS 13-Investigating how changes in the position of
a light source and an object alter the size and shape
of the shadow
SI 13,14,16,20
Activity 11-Shadow
Clock p. 52-53
Literacy Strategy-
Learning logs
Focus on Skills: pp. 126-127
Title V 5th
grade inquiry lab-
The effect of Earth's movement
on the length of a shadow
Title V 5th
grade inquiry lab-
The effect of the changes of
position of a light source on the
size of the shadow
Revised 2015
Cathie Smith 5th Grade
21
Unit 4:
Cells to Living
Organisms
Time Frame 4 Weeks
Revised 2015
Cathie Smith 5th Grade
22
Benchmark
Unit 4: Cells to Living Organisms
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
LS-M-A1
Describing observable
components and functions of a
cell, such as the cell membrane,
nucleus and movement of
molecules into and out of cells.
LS 15-Identify the cell as the basic unit of living
things
LS 16-observe, identify and describe the basic
components of cells and their functions (e.g. cell
wall, cell membrane, cytoplasm, nucleus).
SI 28. Recognize that investigations generally begin
with a review of the work of others
SI 29 Explain how technology can expand the senses
and contribute to the increase and/or modification of
scientific knowledge
SI 34 Recognize the importance of communication
among scientists about investigations in progress and
the work of others
SI 39. Identify areas in which technology has
changed human lives (e.g., transportation,
communication, geographic information systems,
DNA fingerprinting
SI 1,3,7
Activity 1-Cells p. 59-
61
Literacy Strategy-
Learning logs, RAFT
writing
Explore: p. 151
Unit 4 Lesson 1, p. 150-
157
LS-M-A2
Comparing and contrasting the
basic structures and functions of
different plant and animal cells
LS 17-Compare plant and animal cells and label cell
components
SI 6 Select and use appropriate equipment,
technology, tools, and metric system units of
measurement to make observations
SI 7Record observations using methods that
complement investigations (e.g., journals, tables,
charts)
SI 22 Use evidence and observations to explain and
communicate the results of investigations
SI 10,19,23
Activity 2-Cell to Cell
p. 61-62
►BLM:
Plant and Animal Cell
Parts, Answer Key
Literacy Strategy-
Word grid
Quick Lab: p. 157
Focus on Skills: pp. 160-161
Unit 4 Lesson 1, p. 154-
157
Revised 2015
Cathie Smith 5th Grade
23
Benchmark
Unit 4: Cells to Living Organisms
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
LS-M-A5
Investigating human body
systems and their functions
(including circulatory, digestive,
skeletal, respiratory).
LS 20-Describe the levels of structural organization
in living things (e.g. cells, tissues, organs, organ
systems).
SI 14Develop models to illustrate or explain
conclusions reached through investigation
SI 19
Activity 3-Cells to
Systems p. 62-64
Literacy Strategy-
Graphic organizer
(KWL chart), Voc.
Cards, learning logs
Activity Specific
Assessment p. 69
Explore: p. 163
Quick Lab: p. 167
Be a Scientist: pp. 170-171
Unit 4 Lesson 2, p. 162-
169
LS-M-A7
Describing communicable and
non-communicable diseases
LS 21-Identify diseases caused by germs and how
they can be transmitted from person to person.
SI 28 Recognize that investigations generally begin
with a review of the work of others
SI 39 Identify areas in which technology has
changed human lives
SI 3
Activity 4-Microbes
p. 64-65
Explore: p. 173
Quick Lab: p. 175
Title V 5th
grade inquiry based
lab-The effect of Hand Washing
on the ability to kill germs
Unit 4 Lesson 3, p. 172-
179
Revised 2015
Cathie Smith 5th Grade
24
Benchmark
Unit 4: Cells to Living Organisms
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
LS-M-A3
Observing and analyzing the
growth and development of
selected organisms including a
seed plant, an insect with
complete metamorphosis
and an amphibian.
LS 18-Describe the metamorphosis of an amphibian
(e.g. frog).
SI 7 Record observations using methods that
complement investigations (e.g., journals, tables,
charts)
SI 22 Use evidence and observations to explain and
communicate the results of investigations
SI 24 Provide appropriate care and utilize safe
practices and ethical treatment when animals are
involved in scientific field and laboratory research
Activity 5-It’s a Frog’s
Life p. 65-66
Activity Specific
Assessment p.69
Explore: p. 207
Quick Lab: p. 211
Be a Scientist: pp. 214-215
Unit 4 Lesson 6, p.
206-213
LS-M-A4
Describing the basic processes of
photosynthesis and respiration
and their importance to life.
LS 19-Describe the processes of photosynthesis and
respiration in green plants.
SI 10 Identify the difference between description
and explanation
SI 3, 19
Activity 6-
Photosynthesis and
Respiration
p. 66
Explore: p. 183
Quick Lab: p. 189, p. 202
Title V 5th grade inquiry lab-
The effect of light on the
production of oxygen during
photosynthesis over time
Unit 4 Lesson 4, p.
182-191
LS-M-C1
Constructing and using
classification systems based on
the structure of organisms.
LS 22-Develop and use a simple dichotomous key
to classify plants and animals.
SI 13 Identify the difference between description
and explanation
SI 20 Write clear, step-by-step instructions that
others can follow to carry out procedures or conduct
investigations
SI 19
Activity 7-
Dichotomous Key p.67-
68
►BLM:
Classroom Objects to
Sort, Answer Key
Assessment: p. 69
Science Task: p. 217
Focus on Skills: pp. 204-205
Unit 4 Lesson 5, p.
194-203
Revised 2015
Cathie Smith 5th Grade
25
Unit 5:
Ecosystems
Time Frame 6 Weeks
Revised 2015
Cathie Smith 5th Grade
26
Benchmark
Unit 5: Ecosystems
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
LS-M-C3
Investigating major ecosystems
and recognizing physical
properties and organisms within
each.
LS 26-Identify and describe ecosystems of local
importance.
SI 21 Distinguish between observations and
inferences
SI 24 Provide appropriate care and utilize safe
practices and ethical treatment when animals are
involved in scientific field and laboratory research
SI 37
Activity 1-Home Sweet
Home p. 73-74
Literacy Strategy-
KWL graphic
organizer, learning logs
Activity Specific
Assessment p. 87
Unit 5 Lesson 4, pp.
248-257
SE-M-A2
Demonstrating and understanding
of how carrying capacity and
limiting factors affect plant and
animal populations.
SE 48-determine the ability of an ecosystem to
support a population (carrying capacity) by
identifying the resources needed by that population
SI 18 Identify faulty reasoning and statements that
misinterpret or are not supported by the evidence
SI 37 Critique and analyze their own inquiries and
the inquiries of others
SI 3
Activity 2-Nature’s
Balancing Act
p. 75-76
►BLM:
The Evidence Speaks
for Itself
Literacy Strategy-
Leaning logs
Assessment: p. 87
Quick Lab: p. 243
Unit 5 Lesson 2, pp.
236-245
Revised 2015
Cathie Smith 5th Grade
27
Benchmark
Unit 5: Ecosystems
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer Look
Grade 5
SE-M-A2
Demonstrating an understanding
of how carrying capacity and
limiting factors affect plant and
animal populations
SE 48- Determining the ability of an ecosystem
to support a population (carrying capacity) by
identifying the resources needed by that
population
SE 50-Describe the consequences of several
types of human activities in local ecosystems
(e.g. polluting streams, regulating hunting,
introducing non-native species).
SI 16 ,22, 38
Activity 3-How Many Is
Too Many? P. 76
Activity Specific
Assessment p. 87
Quick Lab: p. 243
Unit 5 Lesson 2, pp. 236-
245
ESS-M-A11
Understanding that the
atmosphere interacts with the
hydrosphere to affect weather and
climate conditions.
ESS 36-Identify, describe and compare climate
zones (e.g. polar, temperate, tropical).
SI 3, 19
Activity 4-Ecosystems
in Different Climate
Zones p. 77
Literacy Strategy-
Prof. Know-it-all
Explore: p. 261
Unit 5 Lesson 4, pp. 274-
285
LS-M-C2
Modeling and interpreting food
chains and food webs.
SE 48-determine the ability of an ecosystem to
support a population (carrying capacity) by
identifying the resources needed by that
population
SI 1 Generate testable questions about objects,
organisms, and events that can be answered
through scientific investigation
SI 33 Evaluate models, identify problems in
design, and make recommendations for
improvement
SI 34 Recognize the importance of
communication among scientists about
investigations in progress and the work of others
SI 2, 5, 6, 15, 17
Activity 5- Ecosystems
in a Bottle p. 77-79
Literacy Strategy-
Learning logs:
Math in Science: p. 247 Unit 5 Lesson 1, pp. 222-
233
Unit 5 Lesson 2, pp. 236-
245
Revised 2015
Cathie Smith 5th Grade
28
Benchmark
Unit 5: Ecosystems
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
LS-M-C2
Modeling and interpreting food
chains and food webs.
LS 23-Construct food chains that could be found
in ponds, marshes, oceans, forests or meadows.
LS 24-Describe the roles of producers, consumers,
and decomposers in a food chain.
LS 25-compare food chains and food webs
LS 28-Explain and give examples of predator/prey
relationships.
SI 3,16,19
Activity 6-Food Chains
and Webs p.79-80
►BLM:
Food Chains and Food
Webs Voc. Self-
awareness Chart
Literacy Strategy-
Learning logs
Explore: p. 223
Explore: p. 237
Unit 5 Lesson 1, pp.
222-233
Unit 5 Lesson 2, pp.
236-245
LS-M-C2
Modeling and interpreting food
chains and food webs.
LS-M-C3
Investigating major ecosystems
and recognizing physical
properties and organisms within
each.
LS-M-C4
Explaining the interaction and
interdependence of non- living
and living components within
ecosystems.
LS 23-Construct food chains that could be found
in ponds, marshes, oceans, forests or meadows.
LS 24-Describe the roles of producers, consumers,
and decomposers in a food chain.
LS 25-Compare food chains and food webs.
LS 26-Identify and describe ecosystems of local
importance.
LS 28-Explain and give examples of predator/prey
relationships.
SI 3,19
Activity 7-Home to
Whom?
P. 80-81
Focus on Skills: pp. 234-235
Science Task: p. 289
Writing in Science: p. 246
Unit 5 Lesson 1, pp.
222-233
Unit 5 Lesson 2, pp.
236-245
Revised 2015
Cathie Smith 5th Grade
29
Benchmark
Unit 5: Ecosystems
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer Look
Grade 5
LS-M-C2
Modeling and interpreting food
chains and food webs.
LS 24-Describe the roles of producers, consumers,
and decomposers in a food chain.
SI 1 Generate testable questions about objects,
organisms, and events that can be answered
through scientific investigation
SI 10, 21, 23,
Activity 8-Who Are the
Players?
p. 81-82
►BLM:
Food Chains and Food
Webs Voc. Self-
awareness Chart
Quick Lab: p. 229
Unit 5 Lesson 1, pp. 222-
233
LS-M-C3
Investigating major ecosystems
and recognizing physical
properties and organisms within
each.
LS-M-D1
Describing the importance of
plant and animal adaptation
including local examples.
LS 27-Compare common traits of organisms
within ecosystems.
LS 29-Describe adaptations of plants and animals
that enable them to thrive in local and other
environments.
SI 2, 22
Activity 9-Acetate Ants
and Adaptations p. 82
Explore: p. 249
Quick Lab: p. 253
Title V 5th grade inquiry
lab-The effect of color on the
number of toothpicks gathered
in thirty seconds
Unit 5 Lesson 3, pp. 248-
257
SE-M-A7
Demonstrating knowledge of the
natural cycles, such as carbon
cycle, nitrogen cycle, water cycle,
and oxygen cycle.
SE 51-Describe naturally occurring cycles and
identify where they are found (e.g. carbon,
nitrogen, water, oxygen).
SI 21
Activity 10-The Cycle
Starts Here
p. 83
Revised 2015
Cathie Smith 5th Grade
30
Benchmark
Unit 5: Ecosystems
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
SE-M-A4
Understanding that human
actions can create risks and
consequences in the
environment.
SE 50-Describe the consequences of several types
of human activities in local ecosystems (e.g.
polluting streams, regulating hunting, introducing
non-native species
SI 26 Use and describe alternate methods for
investigating different types of testable questions
SI 27 Recognize that science uses processes that
involve a logical and empirical, but flexible,
approach to problem solving
SI 34
Activity 11-Non-Native
Invasion p. 83-84
Literacy Strategy-
SQPL
Activity Specific
Assessment p.87
Explore: p. 275
Quick Lab: p. 279
Quick Lab: p. 269
Unit 5 Lesson 4, pp.
260-273
Unit 5 Lesson 5, pp.
274-287
SE-M-A3
Defining the concept of pollutant
and describing the effects of
various pollutants in ecosystems.
SE-M-A4
Understanding that human
actions can create risks and
consequences in the
environment.
SE 49-Identify and give examples of pollutants
found in water, air and soil.
SE 50-Describe the consequences of several types
of human activities in local ecosystems (e.g.
polluting streams, regulating hunting, introducing
non-native species
SI 27 Recognize that science uses processes that
involve a logical and empirical, but flexible,
approach to problem solving
SI 16
Activity 12-Pollution
p. 84-85
Literacy Strategy-
Brainstorming, learning
logs
Focus on Skills: p. 286-287
Unit 5 Lesson 5, pp.
274-287
Revised 2015
Cathie Smith 5th Grade
31
Unit 6:
Earth: Its Lithosphere,
Hydrosphere, and
Atmosphere
Time Frame 5 Weeks
Revised 2015
Cathie Smith 5th Grade
32
Benchmark
Unit 6: Earth: Its Lithosphere, Hydrosphere,
and Atmosphere Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
ESS-M-A4
Investigating how soils are
formed from weathered rock and
decomposed organic material
ESS 30-identify organic and inorganic matter in
soil samples with the aid of a hand lens or
microscope
SI 6 Select and use appropriate equipment,
technology, tools, and metric system units of
measurement to make observations
SI 7 Record observations using methods that
complement investigations (e.g., journals, tables,
charts)
SI 10,22,23,29
Activity 1-Soil
p. 91-93
►BLM:
Soil Savy
Literacy Strategy-
Anticipation guide,
learning logs
Explore: p. 309
Quick Lab: p. 313
Be a Scientist: p. 316
Unit 6 Lesson 2, pp.
308-315
ESS-M-A5
Identifying the characteristics
and uses of minerals and rocks
and recognizing that rocks are
mixtures of minerals
ESS 31-identify common rocks and minerals and
explain their uses and economic significance
SI 7 Record observations using methods that
complement investigations (e.g., journals, tables,
charts)
SI 11 Construct, use, and interpret appropriate
graphical representations to collect, record, and
report data (e.g., tables, charts, circle graphs, bar
and line graphs, diagrams, scatter plots, symbols)
SI 3,21,22,23
Activity 2-Rocks and
Minerals p. 93-95
►BLM:
Mineral Identification
Chart
Literacy Strategy-
Learning log
Activity Specific
Assessment p. 109
Explore: p. 295
Quick Lab: p. 299
Unit 6 Lesson 1, pp.
294-305
ESS-M-A5
Identifying the characteristics
and uses of minerals and rocks
and recognizing that rocks are
mixtures of minerals
ESS 31-identify common rocks and minerals and
explain their uses and economic significance
SI 19 Communicate ideas in a variety of ways
(e.g., symbols, illustrations, graphs, charts,
spreadsheets, concept maps, oral and written
reports, equations)
SI 39 Identify areas in which technology has
changed human lives (e.g., transportation,
communication, geographic information systems,
DNA fingerprinting)
SI 3,22
Activity 3-Gifts from
the Earth: How Rocks
and Minerals are Used
by People p. 95-96
►BLM:
Gifts from the Earth
Literacy Strategy-
Brainstorming
Assessment: p.109
Focus on Skills: p. 306-307
Unit 6 Lesson 1, pp.
294-305
Revised 2015
Cathie Smith 5th Grade
33
Benchmark
Unit 6: Earth: Its Lithosphere, Hydrosphere,
and Atmosphere
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer Look
Grade 5
ESS-M-A7 Modeling how
landforms result from the
interaction of constructive and
destructive forces
SS-M-B3Understanding that
earth processes such as erosion
and weathering affect the Earth
today and are similar to those
which occurred in the past
ESS 32-demonstrate the results of constructive and
destructive forces using models or illustrations
ESS 33-identify the processes that prevent or cause
erosion
ESS 38-Estimate the range of time over which
natural events occur (e.g. lightning in seconds,
mountain formation over millions of years)
SI 13 Identify patterns in data to explain natural
events
SI 14 Develop models to illustrate or explain
conclusions reached through investigation
SI 22 Use evidence and observations to explain and
communicate the results of investigations
SI 7, 15,19,23,33
Activity 4-Landform
Changes: Good or Bad?
P. 96-98
Literacy Strategy-
Learning logs
Explore: p. 331
Quick Lab: p. 335
Unit 6 Lesson 4, pp.
330-341
ESS-M-A7 Modeling how
landforms result from the
interaction of constructive and
destructive forces
ESS-M-B3 Understanding that
earth processes such as erosion
and weathering affect the Earth
today and are similar to those
which occurred in the past
ESS 32-demonstrate the results of constructive and
destructive forces using models or illustrations
ESS 33-identify the processes that prevent or cause
erosion
ESS 38-estimate the range of time over which
natural events occur (e.g. lightning in seconds,
mountain formation over millions of years)
SI 7 Record observations using methods that
complement investigations (e.g., journals, tables,
charts)
SI 15 Identify and explain the limitations of models
used to represent the natural world
SI 4,22,23
Activity 5-Types of
Erosion p. 98-101
►BLM:
Sample Voc. Card
Literacy Strategy-
Learning logs, voc.
cards
Writing in Science: p. 342-
343
Unit 6 Lesson 4, pp.
330-341
Revised 2015
Cathie Smith 5th Grade
34
Benchmark
Unit 6: Earth: Its Lithosphere, Hydrosphere,
and Atmosphere
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
ESS-M-B3
Understanding that earth
processes such as erosion and
weathering affect the Earth today
and are similar to those which
occurred in the past
ESS 38- estimate the range of time over which
natural events occur (e.g. lightning in seconds,
mountain formation over millions of years)
SI 22 Use evidence and observations to explain and
communicate the results of investigations
SI 33 Evaluate models, identify problems in design,
and make recommendations for improvement
SI 7,15,16
Activity 6-Weathering
and Fossil Preservation
p. 102-103
Explore: p. 345
Quick Lab: p. 349
Unit 6 Lesson 5, pp.
344-355
ESS-M-A7
modeling how landforms result
from the interaction of
constructive and destructive
forces
ESS-M-B3
understanding that earth
processes such as erosion and
weathering affect the Earth today
and are similar to those which
occurred in the past
ESS 32-demonstrate the results of constructive and
destructive forces using models or illustrations
ESS 33-identify the processes that prevent or cause
erosion
ESS 38- estimate the range of time over which
natural events occur (e.g. lightning in seconds,
mountain formation over millions of years)
SI 16 Use evidence to make inferences and predict
trends
SI 18 Identify faulty reasoning and statements that
misinterpret or are not supported by the evidence
SI 22 Use evidence and observations to explain and
communicate the results of investigations
SI 3
Activity 7-The
Evidence Speaks for
Itself: Finding
Examples of
Weathering and Erosion
from Long Ago p. 103-
104
Activity Specific
Assessment p. 109
Math in Scinece: p. 357
Title V 5th
grade inquiry lab-
The effect of wind change on sand
formations in deserts and
beaches
Unit 6 Lesson 4, pp.
330-341
Unit 6 Lesson 5, pp.
344-355
Revised 2015
Cathie Smith 5th Grade
35
Benchmark
Unit 6: Earth: Its Lithosphere, Hydrosphere,
and Atmosphere
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
ESS-M-B3
understanding that earth
processes such as erosion and
weathering affect the Earth today
and are similar to those which
occurred in the past
ESS 32-demonstrate the results of constructive and
destructive forces using models or illustrations
ESS 38- estimate the range of time over which
natural events occur (e.g. lightning in seconds,
mountain formation over millions of years)
SI 1 Generate testable questions about objects,
organisms, and events that can be answered
through scientific investigation
SI 14 Develop models to illustrate or explain
conclusions reached through investigation
SI 15 Identify and explain the limitations of
models used to represent the natural w
SI 4,7,10,12,22,25
Activity 8-Modeling
Destructive and
Constructive Forces in
Nature p. 104-105
Literacy Strategy-
Learning logs
Writing in Science: p. 356-357
Unit 6 Lesson 4, pp.
330-341
Unit 6 Lesson 5, pp.
344-355
ESS-M-A11
understanding that the
atmosphere interacts with the
hydrosphere to affect weather
and climate conditions
ESS 34-identify the components of the
hydrosphere
ESS 35-identify the atmosphere as a mixture of
gases, water vapor, and particulate matter
SI 3,11,19
Activity 9-Atmosphere
and Hydrosphere p105
Literacy Strategy-
Learning logs
Explore: p. 319
Quick Lab: p. 323
Unit 6 Lesson 3, pp.
318-327
Revised 2015
Cathie Smith 5th Grade
36
Benchmark
Unit 6: Earth: Its Lithosphere, Hydrosphere,
and Atmosphere
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
ESS-M-A11
understanding that the atmosphere
interacts with the hydrosphere to
affect weather and climate
conditions
ESS-M-C2 comparing and
contrasting the celestial bodies in
our solar system
ESS 35-identify the atmosphere as a mixture of
gases, water vapor, and particulate matter
ESS 43-describe the characteristics of the inner
and outer planets
SI 3,11,16,19
Activity 10-
Atmospheric
Comparisons p. 106-
107
Literacy Strategy-
Learning logs,
SPAWN
Unit 6 Lesson 3, pp.
318-327
ESS-M-A11
understanding that the atmosphere
interacts with the hydrosphere to
affect weather and climate
conditions
ESS 34-identify the components of the
hydrosphere
SI 22 Use evidence and observations to explain
and communicate the results of investigations
SI 16
Activity 11-Water,
Water Everywhere, But
How Much to Drink?
P. 107-108
Unit 6 Lesson 3, pp.
318-327
Revised 2015
Cathie Smith 5th Grade
37
Unit 7:
Cycles and Climate
Time Frame 5 Weeks
Revised 2015
Cathie Smith 5th Grade
38
Benchmark
Unit 7: Cycles and Climate
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer Look
Grade 5
SE-M-A7 demonstrating
knowledge of the natural cycles
such as carbon cycle, nitrogen
cycle, water cycle and oxygen
cycle
SE 51-describe naturally occurring cycles and
identify where they are found(e.g. carbon,
nitrogen, water, oxygen)
SI 10,18,37
Activity 1-Round and
Around It Goes p.
113-114
Assessment: p. 127
Explore: p. 393
Unit 7 Lesson 3, pp.
392-401
PS-M-A5 investigating the
relationships among temperature,
molecular motion, phase changes
and physical properties of matter
PS-M-C3
understanding that the sun is a
major source of energy and that
energy arrives at the Earth’s
surface as light with a range of
wavelengths
ESS-M-C1
identifying the characteristics of
the sun and other stars
ESS-M-A10
explaining(illustrating) how water
circulates on and through the crust
in the oceans, and in the
atmosphere in the water cycle
SE-M-A7 demonstrating
knowledge of the natural cycles
such as carbon cycle, nitrogen
cycle, water cycle and oxygen
cycle
PS 5-describe the properties and behavior of water
in its solid, liquid and gaseous phases(states)
PS 12-identify the sun as Earth’s primary energy
source and give examples(e.g. photosynthesis,
water cycle) to support that conclusion
ESS 39-identify the physical characteristics of the
sun
ESS 46-identify and explain interaction of the
processes of the water cycle
SE 51-describe naturally occurring cycles and
identify where they are found (e.g. carbon,
nitrogen, water, oxygen)
SI 15 Identify and explain the limitations of
models used to represent the natural world
SI 33 Evaluate models, identify problems in
design, and make recommendations for
improvement
SI 1,22,23
Activity 2-Water
Cycle Interaction p.
114-116
Title V 5th grade inquiry lab-
The effect of water temperature
on the rate of evaporation in the
water cycle
Title V 5th grade inquiry lab-
The effect of plants on the
carbon-dioxide cycle
Unit 7 Lesson 3, pp.
392-401
Revised 2015
Cathie Smith 5th Grade
39
Benchmark
Unit 7: Cycles and Climate
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
ESS-M-B3 understanding that
earth processes such as erosion
and weathering affect the Earth
today and are similar to those
which occurred in the past
ESS-M-A10-explaining
(illustrating) how water circulates
on and through the crust in the
oceans, and in the atmosphere in
the water cycle
ESS 46-identify and explain interaction of the
processes of the water cycle
PS 5-describe the properties and behavior of water
in its solid, liquid and gaseous phases (states)
PS 12-identify the sun as Earth’s primary energy
source and give examples(e.g. photosynthesis,
water cycle) to support that conclusion
SI 18 Identify faulty reasoning and statements that
misinterpret or are not supported by the evidence
SI 14,19
Activity 3-Go Flow
p. 116-117
►BLM:
Round and Round I Go
Literacy Strategy-
Learning logs, RAFT
Activity Specific
Assessment p. 127
Be a Scientist: p. 402 Unit 7 Lesson 3, pp.
392-401
ESS-M-B3 understanding that
earth processes such as erosion
and weathering affect the Earth
today and are similar to those
which occurred in the past
SE-M-A7 demonstrating
knowledge of the natural cycles
such as carbon cycle, nitrogen
cycle, water cycle and oxygen
cycle
ESS 38-estimate the range of time over which
natural events occur(e.g. lightning in seconds,
mountain formation over millions of years)
SE 51-describe naturally occurring cycles and
identify where they are found(e.g. carbon,
nitrogen, water, oxygen)
SI 38 Explain that, through the use of scientific
processes and knowledge, people can solve
problems, make decisions, and form new ideas
(SI-M-B6)
Activity 4- Other
Important Earth Cycles
p. 117-119
Focus on Skills: p. 378-379 Unit 7 Lesson 3, pp.
392-401
Revised 2015
Cathie Smith 5th Grade
40
Benchmark
Unit 7: Cycles and Climate
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
SE-M-A3 defining the concept of
pollutant and describing the
effects of various pollutants on
ecosystems
SE-M-A4 understanding that
human actions can create risks
and consequences in the
environment
SE-M-A7 demonstrating
knowledge of the natural cycles
such as carbon cycle, nitrogen
cycle, water cycle and oxygen
cycle
SE 49-identify and give examples of pollutants
found in water, air, and soil
SE 50-describe the consequences of several types
of human activities on local ecosystems(e.g.
polluting streams, regulating hunting, introducing
non-native species
SE 51-describe naturally occurring cycles and
identify where they are found(e.g. carbon,
nitrogen, water, oxygen)
SI 4 Design, predict outcomes, and conduct
experiments to answer guiding questions
SI 5 Identify independent variables, dependent
variables, and variables that should be controlled
in designing an experiment
SI 20 Write clear, step-by-step instructions that
others can follow to carry out procedures or
conduct investigations
SI 40 Evaluate the impact of research on scientific
thought, society, and the environment
SI 3,21,22
Activity 5-Nature’s
Cycles in Action The
Carbon Cycle and the
Nitrogen Cycle p. 119-
121
Literacy Strategy-
Voc. cards
Quick Lab: p. 399 Unit 7 Lesson 3, pp.
392-401
ESS-M-A understanding that the
atmosphere interacts with the
hydrosphere to affect weather and
climate conditions
ESS 36-identify, describe and compare climate
zones (e.g. polar, temperate, tropical)
SI 11 Construct, use, and interpret appropriate
graphical representations to collect, record, and
report data (e.g., tables, charts, circle graphs, bar
and line graphs, diagrams, scatter plots, symbols)
SI 16 Use evidence to make inferences and predict
trends
SI 3,13,19,22
Activity 6-Zones p. 121
►BLM:
Climate Zone
Investigation
Literacy Strategy-
Venn diagram graphic
organizer
Explore: p. 381
Quick Lab: p. 383
Reading in Science: p. 390-
391
Science Task: p. 405
Unit 7 Lesson 2, pp.
380-389
Revised 2015
Cathie Smith 5th Grade
41
Benchmark
Unit 7: Cycles and Climate
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer Look
Grade 5
ESS-M-A11
understanding that the atmosphere
interacts with the hydrosphere to
affect weather and climate
conditions
ESS 36-identify, describe and compare climate
zones (e.g. polar, temperate, tropical)
SI 19 Communicate ideas in a variety of ways
(e.g., symbols, illustrations, graphs, charts,
spreadsheets, concept maps, oral and written
reports, equations)
SI 11,16
Activity 7-Climate
Zones Around The
World p. 122-123
►BLM:
Taking a Closer Look at
Climate Zones
Title V 5th
grade inquiry lab-
The effect of humidity on the
amount of precipitation found
in the different climatic zones
Title V 5th
grade inquiry lab-
The effect of distance to a body
of water on the temperature of
an area
Unit 7 Lesson 2, pp.
380-389
ESS-M-A12
predicting weather patterns
through use of a weather map
ESS 37-identify typical weather map symbols
and the type of weather they represent
SI 19 Communicate ideas in a variety of ways
(e.g., symbols, illustrations, graphs, charts,
spreadsheets, concept maps, oral and written
reports, equations)
SI 3
Activity 8-Weather
Symbols p. 123-124
Explore: p. 365
Quick Lab: p. 367
Unit 7 Lesson 1, pp.
380-389
Revised 2015
Cathie Smith 5th Grade
42
Benchmark
Unit 7: Cycles and Climate
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
ESS-M-A12 predicting weather
patterns through use of a weather
map
ESS 37-identify typical weather map symbols and
the type of weather they represent
SI 13 Identify patterns in data to explain natural
events
SI 19 Communicate ideas in a variety of ways (e.g.,
symbols, illustrations, graphs, charts, spreadsheets,
concept maps, oral and written reports, equations)
SI 29 Explain how technology can expand the
senses and contribute to the increase and/or
modification of scientific knowledge
SI 39 Identify areas in which technology has
changed human lives (e.g., transportation,
communication, geographic information systems,
DNA fingerprinting)
SI 7,22
Activity 9-Weather
Watch p. 124-125
BLM: Danger, Severe
Weather Warning
Literacy strategy:
Opinionnaire
Assessment: p. 127
Quick Lab: p. 375 Unit 7 Lesson 1, pp.
380-389
ESS-M-A12 predicting weather
patterns through use of a weather
map
SI 29 Explain how technology can expand the
senses and contribute to the increase and/or
modification of scientific knowledge
SI 30 Describe why all questions cannot be
answered with present technologies
SI 38 Explain that, through the use of scientific
processes and knowledge, people can solve
problems, make decisions, and form new ideas
SI 39 Identify areas in which technology has
changed human lives (e.g., transportation,
communication, geographic information systems,
DNA fingerprinting)
SI 40 Evaluate the impact of research on scientific
thought, society, and the environment
SI 3
Activity 10- Predicting
the Weather p. 126
Quick Lab: p. 387
Unit 7 Lesson 1, pp.
380-389
Revised 2015
Cathie Smith 5th Grade
43
Unit 8:
Space
Time Frame 4 Weeks
Revised 2015
Cathie Smith 5th Grade
44
Benchmark
Unit 8: Space
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer Look
Grade 5
ESS-M-C1 identifying the
characteristics of the sun and
other stars
ESS 39-identify the physical characteristics of the
sun
SI 15 Identify and explain the limitations of models
used to represent the natural world
SI 33 Evaluate models, identify problems in design,
and make recommendations for improvement
SI 3,30
Activity 1-Sun p. 131
►BLM:
Sun Facts and Stats
Activity Specific
Assessment: p. 144
Explore: p. 411
Quick Lab: p. 415
Unit 8 Lesson 1, pp.
410-419
ESS-M-C1 identifying the
characteristics of the sun and
other stars
ESS 39-identify the physical characteristics of the
sun
SI 14 Develop models to illustrate or explain
conclusions reached through investigation
SI 15 Identify and explain the limitations of models
used to represent the natural world
SI 33 Evaluate models, identify problems in design,
and make recommendations for improvement
SI 19
Activity 2-Creating An
Edible Model of the
Sun p. 131-132
Unit 8 Lesson 1, pp.
410-419
ESS-M-C5 modeling the
position of the Earth in
relationship to other objects in
the solar system
ESS 45-identify Earth’s position in the solar system
SI 16 Use evidence to make inferences and predict
trends
Activity 3
Understanding the
Importance of the Sun
to Earth p. 132-133
Literacy Strategy-
Learning logs,
SPAWN,
brainstorming, T chart
graphic organizer
Explore: p. 435
Quick Lab: p. 439
Title V 5th
grade inquiry
based lab-The effect of
distance from the sun on
temperature of a planet
Unit 8 Lesson 3, pp.
434-447
ESS-M-C2 comparing and
contrasting the celestial bodies in
our solar system
ESS 43-describe the characteristics of the inner and
outer planets
ESS 45-identify Earth’s position in the solar system
SI 3 Use a variety of sources to answer questions
SI 7,19
Activity 4-Solar
System Travel
Company p. 134-135
►BLM:
Planetary Research,
Planet Poster Rubric
Science Task: p. 465
Title V 5th
grade inquiry
based lab-The effect of
distance from the sun on the
temperature of a planet
Unit 8 Lesson 3, pp.
434-447
Revised 2015
Cathie Smith 5th Grade
45
Benchmark
Unit 8: Space
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer Look
Grade 5
ESS-M-C2 comparing and
contrasting the celestial bodies in
our solar system
ESS-M-C5 modeling the
position of the Earth in
relationship to other objects in
the solar system
ESS 43-describe the characteristics of the inner and
outer planets
.
SI 19 Communicate ideas in a variety of ways (e.g.,
symbols, illustrations, graphs, charts, spreadsheets,
concept maps, oral and written reports, equations)
SI 3,7,22
Activity 5-Comparing
and Contrasting
Characteristics of Inner
and Outer Planets
p. 135-136
►BLM:
Planetary Research,
Planet Comparison,
Pluto Opinionnaire
Literacy Strategy-
Venn diagram graphic
organizer
Activity Specific
Assessment p. 144
Title V 5th
grade inquiry
based lab-The effect of
distance from the sun on the
temperature of a planet
Unit 8 Lesson 3, pp.
434-447
ESS-M-C2
comparing and contrasting the
celestial bodies in our solar
system
ESS 42-differentiate among moons, asteroids,
comets, meteoroids, meteors, and meteorites
SI 37 Critique and analyze their own inquiries and
the inquiries of others
SI 7,19,22
Activity 6-Visitors
from Space:
Understanding the
Differences between
Moons, Meteoroids,
Meteors, Asteroids, and
Comets p. 136-137
Assessment: p. 144
Be a Scientist: pp. 448-449 Unit 8 Lesson 3, pp.
434-447
Revised 2015
Cathie Smith 5th Grade
46
Benchmark
Unit 8: Space
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
ESS-M-B3
understanding that earth processes
such as erosion and weathering
affect the Earth today and are
similar to those which occurred in
the past
ESS-M-C1 identifying the
characteristics of the sun
and other stars
ESS-M-C4 modeling the motions
of the Earth-Moon-Sun system to
explain day and night, a year,
eclipses, moon phases, and tides
ESS 38-estimate the range of time over which
natural events occur(e.g. lightning in seconds,
mountain formation over millions of years)
ESS 41-why the moon, sun and stars appear to
move from east to west across the sky
ESS 44-explain rotation and revolution by using
models or illustrations
SI 15 Identify and explain the limitations of
models used to represent the natural world
SI 7,12,22
Activity 7-Earth Goes
Round and Round:
Understanding the
Effects of Rotation and
Revolution
p. 137-138
Literacy Strategy-
Learning logs
Explore: p. 423
Quick Lab: p. 429
Unit 8 Lesson 2, pp.
422-431
ESS-M-C1
identifying the characteristics of
the sun
and other stars
ESS-M-C4 modeling the motions
of the Earth-Moon-Sun system to
explain day and night, a year,
eclipses, moon phases, and tides
ESS 41-why the moon, sun and stars appear to
move from east to west across the sky
ESS 44-explain rotation and revolution by using
models or illustrations
SI 18,22
Activity 8-East to West
p. 139-140
Literacy Strategy-
:Learning logs
Activity Specific
Assessment p. 144
Focus on Skills: pp. 432-433
Title V 5th
grade inquiry lab-
The effect of rotation and
revolution on Earth
Unit 8 Lesson 2, pp.
422-431
Revised 2015
Cathie Smith 5th Grade
47
Benchmark
Unit 8: Space
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
ESS-M-C1
identifying the characteristics of
the sun
and other stars
ESS 40-describe the significance of Polaris as the
North Star
SI 13 Identify patterns in data to explain natural
events
SI 12,22,35,38
Activity 9-Polaris
p.140-142
Literacy Strategy-
DR-TA
Focus on Skills: pp. 420-421
Quick Lab: p. 417
Unit 8 Lesson 1, pp.
410-419
ESS-M-C8
understanding that space
exploration is an active area of
scientific and technological
research and development
ESS 47-identify and explain advances in
technology that have enabled the exploration of
space
SI 29 Explain how technology can expand the
senses and contribute to the increase and/or
modification of scientific knowledge
SI 38 Explain that, through the use of scientific
processes and knowledge, people can solve
problems, make decisions, and form new ideas
SI 39 Identify areas in which technology has
changed human lives (e.g., transportation,
communication, geographic information systems,
DNA fingerprinting)
SI 30
Activity 10-One Small
Step for Man, One
Giant Leap for
Mankind: Space
Technology that Fueled
Space Exploration
p.142
Explore: p. 451
Quick Lab: p. 459
Title V 5th
grade inquiry lab-
The effect of Technology on
Weather Forecasting Over
Time
Unit 8 Lesson 4, pp.
450-461
Revised 2015
Cathie Smith 5th Grade
48
Benchmark
Unit 8: Space
Grade Level Expectation
Comprehensive
Curriculum
Activities from
Comprehensive
Curriculum
Activities From Textbook
Science-A Closer Look
Grade 5
And Other Sources
Readings
From Textbook
Science-A Closer
Look
Grade 5
ESS-M-C8
understanding that space
exploration is an active area of
scientific and technological
research and development
ESS 47-identify and explain advances in
technology that have enabled the exploration of
space
SI 19 Communicate ideas in a variety of ways
(e.g., symbols, illustrations, graphs, charts,
spreadsheets, concept maps, oral and written
reports, equations)
SI 29 Explain how technology can expand the
senses and contribute to the increase and/or
modification of scientific knowledge
SI 3,30,35
Activity 11-Timelines
of Space Exploration
p. 142-143
Unit 8 Lesson 4, pp.
450-461