th jps scope and sequence for 5 grade - jp schools
TRANSCRIPT
1
*Bundles are units & each scope is a 5E aligned lesson within its corresponding bundle. *Days are based on a 45 minute class period
5th Grade —2019-2020
JPS Scope and Sequence for 5th Grade
Aug. 12 – Oct. 4 (8 Weeks) Oct. 7 – Dec. 18 (9 Weeks) Jan. 7 – Feb. 21 (7 Weeks) Mar. 2 – April 9 (6 Weeks)
Life Science Earth Science Physical Science
Bundle 2: Observing Our
Sky
(5-ESS1-1, 5-ESS1-2, 5-PS2-1)
Bundle 1: Matter and Energy
Flow in an Ecosystem
(5-PS3-1, 5-LS1-1, 5-LS2-1)
Bundle 3: Human
Impact on the Earth’s
Systems (5-ESS2-1,5-ESS2-2,
5-ESS3-1)
Sco
pe:
Fo
od
Web
s (8
day
s)
Sco
pe
: M
atte
r C
ycle
s (9
day
s)
Sco
pe
: Ec
osy
stem
s (1
0 d
ays)
Sco
pe:
Ear
th’s
Ro
tati
on
(10
day
s)
Sco
pe:
Wat
er
Sou
rce
s (8
day
s)
Sco
pe:
Ob
serv
ing
the
Sta
rs (
8 d
ays)
Sco
pe:
En
ergy
Tra
nsf
er (
9 d
ays)
Sco
pe:
Mat
ter
and
En
erg
y in
Pla
nts
(8
day
s)
Sco
pe:
Ob
ject
s in
th
e S
ky (
10
day
s)
Sco
pe:
Gra
vity
(7
day
s)
Sco
pe:
Ear
th’s
Sys
tem
s In
tera
ctio
ns
(10
day
s)
Sco
pe:
Re
du
cin
g th
e H
um
an F
oo
tpri
nt
(10
day
s)
Bundle 4: Interactions in
Matter
(5-PS1-1, 5-PS1-2, 5-PS1-3, 5-PS1-4)
Sco
pe
: M
atte
r in
Eve
ryw
he
re (
8 d
ays)
Sco
pe:
Mix
ture
s (1
2 d
ays)
Sco
pe:
Ch
ange
s to
Mat
ter
(9 d
ays)
Sco
pe
: P
rop
erti
es
of
Mat
ter
(10
day
s)
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Bundle Timing: 8 Weeks
Bundle Description:
Students will use their knowledge of the properties of matter to design a plan for cleaning up the water supply
after a tsunami.
Bundle Anchoring Phenomena:
How can we use the properties of matter to clean up water after a natural disaster?
The following 4 scopes (in order) are included in this Bundle:
Scope 1: Matter Is Everywhere – 8 days
Investigative Phenomena: How do we know matter exists, even if it cannot be seen?
Standard(s) Addressed: 5-PS1-1
Performance Expectation: Develop a model to describe that matter is made of particles too small to be seen.
Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, or evaporating salt water. Does not include atomic scale mechanism of evaporation and condensation or defining the unseen particles.
Vocabulary: matter, particle, model, gas, microscope, dissolve
Tier 2/Spanish Cognates: define (definir) / relate ( relacionar) / release / unscrew / pour / remove (remover) / return / contibrute (contribuir) / unscramble
Teacher Planning Companion pages: 115-121
Scope 2: Properties of Matter – 10 days
Investigative Phenomena: The explorers found an interesting rock, but they didn’t know what it was. How can we identify an unknown substance?
Standard(s) Addressed: 5-PS1-3
Performance Expectation: Make observations and measurements to identify materials based on their properties.
Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, or liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, or solubility; density is not intended to be used as an identifiable property. No attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.
Bundle 4— Interactions in Matter (5-PS1-1, 5-PS1-2, 5-PS1-3, 5-PS1-4)
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Vocabulary: measurement, use observations, matter, property, standard units, volume, weight, temperature
ELP Connectors:
ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems
Tier 2/Spanish Cognates: explore (explorar) / identify (identificar) / base (v) / attempt / assume / shape (v) / figure out / repeat (repetir) / fill in / stir
Teacher Planning Companion pages: 123-130
Scope 3: Changes to Matter – 9 days
Investigative Phenomena: After the campfire was over, the logs were gone. Can matter just disappear?
Standard(s) Addressed: 5-PS1-2
Performance Expectation: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total amount of matter is conserved.
Clarification Statement: Examples of chemical changes includes reactions that produce new substances with new properties. Examples of physical changes could include phase changes, dissolving, or mixing.
Vocabulary: conserve, substance, matter, properties, weight, conservation of matter, chemical reaction
Tier 2/Spanish Cognates: transition (transición) / weigh / find / solve / set / seal / collect / imagine (imaginar) / leave / alter
Teacher Planning Companion pages: 131-138
Scope 4: Mixtures – 12 days
Investigative Phenomena: Are new substances created when we cook?
Standard(s) Addressed: 5-PS1-4
Performance Expectation: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Performance Expectation: Examples of interactions forming new substances can include mixing baking soda and vinegar. Examples of interactions not forming new substances can include mixing baking soda and water.
Vocabulary: substances, mixtures, properties, chemical reactions, solution, reversible
ELP Connectors:
ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems
Tier 2/Spanish Cognates: trials / form (formar) / connect (conectar) / contain (contener) / indicate (indicar) / add / distinguish (distinguir) / fasten / analogy (analogía)
Teacher Planning Companion pages: 139-146
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Bundle Timing: 9 Weeks
Bundle Description:
The student’s mission is to design a self-sustaining garden that provides food for the community.
Bundle Anchoring Phenomena:
How can a self-sustaining garden be designed that would provide enough food for the community?
The following 5 scopes (in order) are included in this Bundle:
Scope 1: Energy Transfer – 9 days
Investigative Phenomena: Other than for heat, how do animals depend on the Sun?
Standard(s) Addressed: 5-PS3-1
Performance Expectation: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
Clarification Statement: Examples of models could include diagrams or flowcharts.
Vocabulary: energy, motion, growth, repair
Tier 2/Spanish Cognates: design (diseñar) / sustain (sostener) / maintain (mantener) / emphasize (enfatizar) / affect (afectar) / mission (misión) / mention (mencionar) / gain / energy (energía) / test
1. Teacher Planning Companion pages: 13-19
2. r
3. Scope 2: Matter and Energy in Plants – 8 days
4. Investigative Phenomena: How do plants keep growing bigger?
Standard(s) Addressed: 5-LS1-1
Performance Expectation: Ask questions about how air and water affect the growth of plants.
Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil. The chemical processes of photosynthesis and cellular respiration are not addressed at this grade level.
Vocabulary: growth, material, plant, weight, matter, photosynthesis
Bundle 1—Matter and Energy Flow in an Ecosystem (5-PS3-1,
5-LS1-1, 5-LS2-1)
5
Tier 2/Spanish Cognates: phenomena (fenómeno) / investigate (investigar) / measure / record / observation (observación) / handle /collect / survey / data (datos) / model (modelo)
Teacher Planning Companion pages: 21-27
Scope 3: Food Webs – 8 days
Investigative Phenomena: Why would an organism eat the waste from another organism?
Standard(s) Addressed: 5-LS2-1
Performance Expectation: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems of the Earth not including molecular explanations. Assessment Boundary: Assessment does not include molecular explanations.
Vocabulary: decomposer, bacteria, fungi, consumer, producer, food web, organism
ELP Connectors:
Tier 2/Spanish Cognates: flow / compare (comparar) / fill in / chain / web / label / produce (producir) / to name / overlap / trace (trazar)
Teacher Planning Companion pages: 29-35
Scope 4: Matter Cycles – 9 days
Investigative Phenomena: Can the plant in the jar survive if it stays sealed?
Standard(s) Addressed: 5-LS2-1
Performance Expectation: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Performance Expectation: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems of the Earth not including molecular explanations.
Vocabulary: microbe, soil, waste matter, decomposer, environment, interactions
Tier 2/Spanish Cognates: develop / complete (completar) / to place / cycle (v) / stage / illustrate (ilustrar) / consider (considerar) / present (presentar) / research / criteria (criterio) / constrain
Teacher Planning Companion pages: 37-43
Scope 5: Ecosystems – 10 days
Investigative Phenomena: Why would adding a new fish to an aquarium cause problems for the other fish?
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Standard(s) Addressed: 5-LS2-1
Performance Expectation: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Performance Expectation: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems of the Earth not including molecular explanations.
Vocabulary: ecosystem, interdependence, environment, species, needs, organism, interactions, decomposer, food web
Tier 2/Spanish Cognates: justify (justificar) / tend / predict (predecir) / observe (observar) / discuss / sketch / depend on (depender de) / disrupt / relationship (relación) / harmful
Teacher Planning Companion pages: 45-52
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Bundle Timing: 7 Weeks
Bundle Description:
The students’ mission is to design a planetarium combined with a thrill ride that lets people experience and learn
about the Sun, the Moon, Earth, and the stars as well as the motions of Earth and the Moon.
Bundle Anchoring Phenomena:
How can a planetarium be designed in which people learn about space and the effects of gravity, rotation, and
orbiting?
The following 4 scopes (in order) are included in this Bundle:
Scope 1: Earth’s Rotation – 10 days
Investigative Phenomena: Why do shadows change throughout the day?
Standard(s) Addressed: 5-ESS1-2
Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Clarification Statement: Patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months; not including the causes of the seasons.
Vocabulary: Earth, the moon, orbit, rotation, the sun, axis, north pole, south pole
ELP Connectors:
ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses,
responding to peer, audience, or reader comments and questions ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence
Tier 2/Spanish Cognates: rotate (rotar) / diagram (diagrama) / locate / drag / chart / pattern / accurate / outline / differ (diferir)
Teacher Planning Companion pages: 55-61
Scope 2: Observing the Stars – 8 days
Investigative Phenomena: If the Sun is an average sized star, why does it look like the largest?
Standard(s) Addressed: 5-ESS1-1
Performance Expectation: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.
Clarification Statement: Examples include the relative distances of the stars, but not the sizes. It does not include other factors that affect apparent brightness (such as stellar masses, age, and stage).
Bundle 2— Observing Our Sky (5-ESS1-1, 5-ESS1-2, 5-PS2-1)
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Vocabulary: the sun, star, distance, apparent, brightness, observe
ELP Connectors:
ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence
ELP C6 Analyze and critique the arguments of others orally and in writing
Tier 2/Spanish Cognates: gather / tilt / notice / rate / apparent / relative (relativo) / wonder / goal / contrast (contrastar) / scale
Teacher Planning Companion pages: 63-69
Scope 3: Objects in the Sky – 10 days
Investigative Phenomena: Why do objects in the sky move and change so much?
Standard(s) Addressed: 5-ESS1-2
Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Clarification Statement: Patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months; not including the causes of the seasons.
Vocabulary: axis, orbit, rotation, north pole, south pole, star
ELP Connectors:
ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses,
responding to peer, audience, or reader comments and questions
ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence
Tier 2/Spanish Cognates: local (local) / direction (dirección) / specific (específico) / reasoning / depend (depender) / phase (fase) / passage / visible (visible) / reveal (revelar)
Teacher Planning Companion pages: 71-78
Scope 4: Gravity – 7 days
Investigative Phenomena: Does the direction of gravitational force change throughout a roller coaster ride?
Standard(s) Addressed: 5-PS2-1
Performance Expectation: Support an argument that the gravitational force exerted by the Earth is directed down.
Performance Expectation: “Down” is a local description of the direction that points toward the center of the spherical Earth. Earth’s mass causes objects to have a force on them that points toward the center of the Earth, “down”. Support for arguments can be drawn from diagrams, evidence, and data that are provided. This does not include mathematical representation of gravitational force.
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Vocabulary: gravity, planet, force, evidence
ELP Connectors:
ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence
ELP C6 Analyze and critique the arguments of others orally and in writing
Tier 2/Spanish Cognates: force / points / overcome / analyze (analizar) / interact (interactuar) / reasoning / demonstrate / prove / toward
Teacher Planning Companion pages: 79-85
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Bundle Timing: 6 Weeks
Bundle Description:
The students’ mission is to create a special TV news report that addresses the importance of fresh water on our
Earth.
Bundle Anchoring Phenomena:
What role does water play on our Earth, and what steps can be taken to conserve it?
The following 3 scopes (in order) are included in this Bundle:
Scope 1: Earth’s Systems Interactions – 10 days
Investigative Phenomena: What is the impact of a volcanic eruption?
Standard(s) Addressed: 5-ESS2-1
Performance Expectation: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.
Vocabulary: ecosystem, landform, organism, hydrosphere, biosphere, atmosphere, geosphere, molten rock, sediment, interactions
ELP Connectors:
Tier 2/Spanish Cognates: influence (influir) / impact (impactar) / mission (misión) / provide (proveer) / release / consistent (consistente) / due to / identify (identificar) / match
Teacher Planning Companion pages: 89-96
Scope 2: Water Sources – 8 days
Investigative Phenomena: If three-fourths of Earth is covered in water, why are we worried about conserving it?
Standard(s) Addressed: 5-ESS2-2
Performance Expectation: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Clarification Statement: Examples include oceans, lakes, rivers, glaciers, groundwater, and polar ice caps.
Bundle 3— Human Impact on the Earth's Systems (5-ESS2-1,
5-ESS2-2, 5-ESS3-1)
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Vocabulary: ocean, glacier, stream, lake, wetlands, atmosphere, freshwater, solid, liquid, gas, water vapor
Tier 2/Spanish Cognates: play a role / percentage (porcentaje) / source / demonstrate (demostrar) / symbol (símbolo) / access (acceder) / claim / script / debate (debatir) / conserve (conservar)
Teacher Planning Companion pages: 97-103
Scope 3: Reducing the Human Footprint – 10 days
Investigative Phenomena: How do our actions affect the environment, and what can we do to reduce those effects?
Standard(s) Addressed: 5-ESS3-1
Performance Expectation: Generate and compare multiple solutions about ways individual communities can use science to protect the Earth’s resources and environment.
Clarification Statement: Examples of solutions can include cleanup of oil spills, protecting against coastal erosion, or prevention of polluted runoff into waterways.
Vocabulary: communities, resource, environment, interactions, land, vegetation, agriculture, stream, ocean
ELP Connectors:
ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses,
responding to peer, audience, or reader comments and questions
ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics
ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems
ELP C6 Analyze and critique the arguments of others orally and in writing
ELP C7 Adapt language choices to purpose, task, and audience when speaking and writing
Tier 2/Spanish Cognates: generate (generar) actions (acciones) / spill / cleanup / reduce (reducir) / show / affect (afectar) / adapt (adaptarse) / state / determine (determinar)
Teacher Planning Companion pages: 105-112