LANGUAGE ARTS



PLEASANT VALLEY SCHOOL DISTRICT

PLANNED COURSE CURRICULUM GUIDE

SCIENCE

GRADE 5

I. COURSE DESCRIPTION AND INTENT:

The 5th grade science program encompasses two (2) major objectives that focus on Earth and Life Sciences. These objectives are as follows:

• Big Idea #1: Earth Systems Theory: Solid, liquid, and gaseous earth materials all circulate in large scale systems at a variety of times scales, giving rise to landscapes, the rock cycle, ocean currents, and weather and climate.

• Big Idea #2: Cell Theory and Organisms: The cell is the basic unit of structure and function for all living things.

The 5th grade science program exposes students to a wide variety of science experiences in the areas of Geology, Meteorology, Hydrology, Astronomy and Biology. It is designed to guide them toward an understanding of scientific thinking and reasoning by examining the Nature of Science. Students can use that understanding to appreciate the wonders of science. Students will be involved in a broad range of teaching-learning experiences that include demonstrations, experiments and a variety of technology resources.

II. INSTRUCTIONAL TIME:

Class Periods: Six (6) per six (6) day cycle

Length of Class Periods (minutes): 40

Length of Course: 1 full school year

Unit of Credit: N/A

Updated: July 2009

|DEFINITIONS |

|Course Description and Intent: a brief overview of the course and program goals |

|Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation |

|criteria |

|Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the application of |

|teaching-learning activities and content |

|Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level |

|Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and essential learning (content) |

|a student must attain |

|Special Notes: emphatic features or highlights and identifications of Department of Education mandates found in the course |

|Big Ideas: Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on |

|specific content for all students.* |

|Competencies: Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level.* |

|Concepts: Describe what students should know, key knowledge, as a result of this instruction, specific to grade level.* |

|Essential Questions: Questions connected to the SAS framework and are specifically linked to the big ideas. They should frame |

|student inquiry and promote critical thinking. They should assist in learning transfer.* |

|Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes and standards |

|*These definitions are from aligned system/4228/about sas/440536|

| |

|PENNSYLVANIA ASSESSMENT ANCHORS RELATING TO THE NATURE OF SCIENCE |

|These anchors and eligible content, required by Pennsylvania and forming 50% of the PSSA, are presented in the following pages as |

|reference for the classroom teacher. The skills and processes described in the tables must be reinforced within each lesson in the |

|science classroom. They provide a mental framework for delivering content using inquiry and valid scientific procedures. Lesson |

|plans and assessments for each of the two fifth grade Big Ideas should reflect the eligible content. Students must develop fluency |

|in using the reasoning and procedures of scientific inquiry. |

|The classroom teacher will use classroom discussion, correct scientific vocabulary, and thorough review of the steps of scientific |

|inquiry to emphasize the eligible content from S8.A.1 Reasoning and Analysis. |

|Students performing the required laboratory experiments will use most of the eligible content under S8.A.2, Processes, Procedures, |

|and Tools of Scientific Investigations. |

|There are opportunities to highlight the eligible content of S8.A.3 Systems, Models, and Patterns during demonstration labs and |

|student-participation labs, and in any discussions connecting technology to science. |

|RESOURCES AND MATERIALS FOR ALL FIFTH GRADE SCIENCE INSTRUCTION |

|State PDE website A reference to updated Standards Aligned System, State and National Standards |

| aligned system/4228/science and technology/453548 |

|Atlas A necessity for some labs. If classroom set is not available, a transparency can be made for the overhead projector and the |

|lesson can be led through the teacher. |

|United Streaming online video clips United Streaming can be used to gather sppropriate and trusted video clips in the areas of |

|Geology, Meteorology, Hydrology, Astronomy, and Biology. They can be used in the beginning, middle, or end of a lesson to reinforce|

|and enhance concepts. Video clips help students to apply knowledge to real-world examples that provide for more meaningful |

|learning. |

|Textbook Houghton-Mifflin Copyright 2009 |

|Textbook-related laboratory kits Provided with Houghton-Mifflin series |

|Current events (Newspaper clippings, online articles, National Geographic videos) By sharing current events, students are exposed |

|to how the content they are learning is relevant to the human species, planet Earth, and the Universe in the 21st century. |

|Computer Tool used to gather information and video clips from trusted sites. Students can work independently on the computer to |

|reinforce skills. Interactive labs can be completed in a computer lab. |

|Television Tool needed to deliver visual media |

|Videotapes Supplemental approved videotapes are a helpful tool to reinforce and enhance concepts |

|DVDs Provided DVD’s can be used at the beginning of a lab to introduce procedure and expected behavior. Students who are absent can|

|view lab videos and complete assignments. Supplemental approved DVD’s can also be a helpful tool to reinforce and enhance concepts.|

|LCD projector/Textbook CD-ROM An LCD projector can be used with accompanying textbook CD-ROM for an alternative to reading from a |

|textbook. By using the LCD, students are more engaged because it is visually stimulating. The textbook CD-ROM can read the text to |

|the students, which is also an alternative to traditional reading from the textbook. |

|Library resources Supplemental books can be used to reference material for research projects and/or be read aloud to enhance a |

|lesson. |

|Overhead projector Graphic organizer transparencies can help students to conceptualize big ideas in lessons. |

|Promethean Board When used in a classroom, students become more engaged in the lesson because it is visually stimulating. The |

|teacher and student can manipulate the content by using a stylus which makes lessons interactive and ultimately more meaningful. |

|COURSE: Science |GRADE(S): Fifth |

|STRAND: Reasoning and Analysis |TIME FRAME: 90 days |

|ASSESSMENT ANCHORS |

|Assessment Anchor – S8.A.1: Reasoning and Analysis |

|DESCRIPTION |

|S8.A.1.1: Explain, interpret, and apply scientific, environmental, or technological knowledge presented in a variety of |

|formats (e.g., visuals, scenarios, graphs). |

|PA Reference: 3.2.7.A, 3.2.7.B |

|ELIGIBLE CONTENT |

|S8.A.1.1.1 Distinguish between a scientific theory and an opinion, explaining how a theory is supported with evidence, |

|or how new data/information may change existing theories and practices. |

| |

|S8.A.1.1.2 Explain how certain questions can be answered through scientific inquiry and/or technological design. |

| |

|S8.A.1.1.3 Use evidence, such as observations or experimental results, to support inferences about a relationship. |

| |

|S8.A.1.1.4 Develop descriptions, explanations, predictions, and models using evidence. |

|DESCRIPTION |

|S8.A.1.2 Identify and explain the impacts of applying scientific, environmental, or technological knowledge to address solutions to|

|practical problems. |

| |

|PA Reference: 3.2.7.C, 3.8.7.A, 3.8.7.B, 4.3.7.A |

|ELIGIBLE CONTENT |

|S8.A.1.2.1 Describe the positive and negative, intended and unintended, effects of specific scientific results or |

|technological developments (e.g., air/space travel, genetic engineering, nuclear fission/fusion, artificial |

|intelligence, lasers, organ transplants). |

| |

|S8.A.1.2.2 Identify environmental issues and explain their potential long-term health effects (e.g., pollution, pest |

|controls, vaccinations). |

| |

|S8.A.1.2.3 Describe fundamental scientific or technological concepts that could solve practical problems (e.g., Newton’s |

|laws of motion, Mendelian genetics). |

|S8.A.1.2.4 Explain society’s standard of living in terms of technological advancements and how these advancements impact |

|on agriculture (e.g., transportation, processing, production, storage.) |

|DESCRIPTION |

|S8.A.1.3 Identify and analyze evidence that certain variables may have caused measurable changes in natural or human-made |

|systems. |

| |

|PA Reference: 3.1.7.E, 4.7.7.C, 4.8.7.C |

|ELIGIBLE CONTENT |

|S8.A.1.3.1 Use ratio to describe change (e.g., percents, parts per million, grams per cubic centimeter, mechanical advantage). |

| |

|S8.A.1.3.2 Use evidence, observations, or explanations to make inferences about change in systems over time (e.g., carrying |

|capacity, succession, population dynamics, loss of mass in chemical reactions, indicator fossils in geologic time scale) and the |

|variables affecting these changes. |

| |

|S8.A.1.3.3 Examine systems changing over time, identifying the possible variables causing this change, and drawing inferences |

|about how these variables affect this change. |

| |

|S8.A.1.3.4 Given a scenario, explain how a dynamically changing environment provides for the |

|sustainability of living systems. |

|ASSESSMENT ANCHORS |

|Assessment Anchor – S8.A.2 Processes, Procedures, and Tools of Scientific Investigations |

|DESCRIPTION |

|S8.A.2.1 Apply knowledge of scientific investigation or technological design in different contexts make inferences to solve |

|problems. |

| |

|PA Reference: 3.2.7.B, 3.2.7.D, 3.1.7.C, 3.1.7.D |

|ELIGIBLE CONTENT |

|S8.A.2.1.1 Use evidence, observations, or a variety of scales (e.g., mass, distance, volume, |

|temperature) to describe relationships. |

| |

|S8.A.2.1.2 Use space/time relationships, define concepts operationally, raise testable questions, or |

|formulate hypotheses. |

| |

|S8.A.2.1.3 Design a controlled experiment by specifying how the independent variables will be manipulated, how the |

|dependent variable will be measured, and which variables will be held constant. |

| |

|S8.A.2.1.4 Interpret data/observations; develop relationships among variables based on data/observations to design |

|models as solutions. |

| |

|S8.A.2.1.5 Use evidence from investigations to clearly communicate and support conclusions. |

| |

|S8.A.2.1.6 Identify a design flaw in a simple technological system and devise possible working solutions. |

|DESCRIPTION |

|S8.A.2.2 Apply appropriate instruments for a specific purpose and describe the information the instrument can provide. |

| |

|PA Reference: 3.3.7.A, 3.7.7.B, 3.1.7.D |

|ELIGIBLE CONTENT |

|S8.A.2.2.1 Describe the appropriate use of instruments and scales to accurately and safely measure time, mass, distance, |

|volume, or temperature under a variety of conditions. |

| |

|S8.A.2.2.2 Apply appropriate measurement systems (e.g., time, mass, distance, volume, temperature) to record and |

|interpret observations under varying conditions. |

| |

|S8.A.2.2.3 Describe ways technology (e.g., microscope, telescope, micrometer, hydraulics, barometer) extends and enhances |

|human abilities for specific purposes. |

|COURSE: Science |GRADE(S): Fifth |

|STRAND: Systems, Models, and Patterns |TIME FRAME: 90 days |

|ASSESSMENT ANCHORS |

|Assessment Anchor – S8.A.3 Systems, Models, and Patterns |

|DESCRIPTION |

|S8.A.3.1 Explain the parts of a simple system, their roles, and their relationships to the system as a whole. |

| |

|PA Reference: 3.1.7.A, 3.4.7.B, 4.3.7.C, 4.2.7.D, 4.6.7.A |

|ELIGIBLE CONTENT |

|S8.A.3.1.1 Describe a system (e.g., watershed, circulatory system, heating system, agriculture system) as a group of |

|related parts with specific roles that work together to achieve an observed result. |

| |

|S8.A.3.1.2 Explain the concept of order in a system [e.g., (first to last: manufacturing steps, trophic levels); (simple |

|to complex: cell, tissue, organ, organ system)]. |

| |

|S8.A.3.1.3 Distinguish among system inputs, system processes, system outputs, and feedback (e.g., physical, ecological, |

|biological, informational). |

| |

|S8.A.3.1.4 Distinguish between open loop (e.g., energy flow, food web) and closed loop (e.g., materials in the nitrogen |

|and carbon cycles, closed-switch) systems. |

| |

|S8.A.3.1.5 Explain how components of natural and human-made systems play different roles in a working system. |

|DESCRIPTION |

|S8.A.3.2 Apply knowledge of models to make predictions, draw inferences, or explain technological concepts. |

| |

|PA Reference: 3.1.7.B, 3.2.7.B, 4.1.7.B |

|ELIGIBLE CONTENT |

|S8.A.3.2.1 Describe how scientists use models to explore relationships in natural systems (e.g., an ecosystem, river |

|system, the solar system). |

| |

|S8.A.3.2.2 Describe how engineers use models to develop new and improved technologies to solve problems. |

| |

|S8.A.3.2.3 Given a model showing simple cause- and-effect relationships in a natural system, predict results that can be|

|used to test the assumptions in the model (e.g., photosynthesis, water cycle, diffusion, infiltration). |

|DESCRIPTION |

|S8.A.3.3 Describe repeated processes or recurring elements in natural, scientific, and technological patterns. |

| |

|PA Reference 3.1.7.C, 3.2.7.B |

|ELIGIBLE CONTENT |

|S8.A.3.3.1 Identify and describe patterns as repeated processes or recurring elements in human- made systems, (e.g., |

|trusses, hub-and-spoke system in communications and transportation systems, feedback controls in regulated systems). |

| |

|S8.A.3.3.2 Describe repeating structure patterns in nature (e.g., veins in a leaf, tree rings, crystals, water waves) or |

|periodic patterns (e.g., daily, monthly, annually). |

|LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES |

|Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help |

|reach standards and graduation requirements. |

|Subject Title: Science – Geology |

|Grade Level: Grade 5 |

| |

|ANCHOR: S8.D.1 Earth Features and Processes that Change Earth and Its Resources |

| |

|BIG IDEA: Solid, liquid, and gaseous earth materials all circulate in large scale systems at a variety of time scales, giving rise |

|to landscapes, the rock cycle, ocean currents, and weather and climate |

| |

|Geology Unit Outcome: |

|The learner will describe constructive and destructive forces that affect earth’s surface features. |

|The learner will explain the rock cycle process. |

|The learner will identify soil types and explain the importance of soil as a renewable resource. |

|The learner will describe the natural changes that shape earth’s crust. |

| |

|Essential Question: What causes the great variation at Earth’s surface? |

|DESCRIPTION/CONCEPTS |

|Describe constructive and destructive natural processes that form different geologic structures and resources (S8.D.1.1) |

| |

|PA Reference: 3.5.7.A |

|Describe earth features and processes. |

|Describe major layers of the earth. |

|Describe the processes involved in the creation of geologic features (e.g., folding, faulting, volcanism, sedimentation) and that |

|these processes seen today (e.g., erosion, weathering crustal plate movement) are similar to those in the past. |

|Describe the processes that formed Pennsylvania geologic structures and resources including mountains, glacial formations, water |

|gaps and ridges. |

|Explain how the rock cycle affected rock formations in the state of Pennsylvania. |

|Distinguish between examples of rapid surface changes (e.g., landslides, earthquakes) and slow surface changes (e.g., weathering). |

|Identify living plants and animals that are similar to fossil forms. |

| |

|PA Reference: 4.4.7.B |

|Investigate how agricultural science has recognized the various soil types found in Pennsylvania. |

|Explain the importance of particle sizes in different soil types. |

|Determine how water has influenced the development of Pennsylvania soil types. |

|Investigate how soil types have influenced the plant types used on Pennsylvania farms. |

|Analyze how soil types and geographic regions have impacted the profitability of Pennsylvania farms. |

| |

|ELIGIBLE/ESSENTIAL CONTENT |

| |

|S8.D.1.1.1 |

|Explain the rock cycle as changes in the solid earth and rock types (igneous – granite, basalt, obsidian, pumice; sedimentary – |

|limestone, sandstone, shale, coal; and metamorphic – slate, quartzite, marble, gneiss) |

| |

|S8.D.1.1.2 |

|Describe natural processes that change Earth’s surface (e.g., landslides, volcanic eruptions, earthquakes, mountain building, new |

|land being formed, weathering, erosion, sedimentation, soil formation) |

| |

|S8.D.1.1.3 |

|Identify soil types (i.e., humus, topsoil, subsoil, loam, loess, and parent material) and their characteristics (i.e., particle |

|size, porosity, and permeability) found in different biomes and in Pennsylvania, and explain how they formed |

| |

|S8.D.1.1.4 |

|Explain how fossils provide evidence about plants and animals that once lived throughout Pennsylvania’s history (e.g., fossils |

|provide evidence of different environments) |

|* Note: Specific Pennsylvania fossils will not be taught. However, fossil evidence is referenced when teaching plate tectonics. |

|CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS |

|Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be |

|helpful: |

|Labs |

|Perform textbook’s Model a Map experiment. Students will explore elevation of natural landforms by using contour lines to draw |

|topographic maps. |

|Perform textbook’s Rock Erosion experiment. Students will examine the effects of erosion on different types of rock by using |

|vinegar as a chemical variable. |

|Perform textbook’s Set Up a Streaming Slope experiment. Students will model and demonstrate how destructive forces wear down |

|earth’s surface and constructive forces are built up in the process of deposition. |

|Perform textbook’s A Model World experiment. By using clay, students will create a model of earth’s layers. |

|Perform textbook’s Picking a Pattern experiment. Students will use atlases to identify locations and map areas on earth that have |

|high volcanic activity. |

|Perform textbook’s Make a Mountain! experiment. Students will demonstrate the effects of converging plate boundaries. |

|Perform textbook’s A Mighty Wind! experiment. Students examine the importance of having a ground cover to protect topsoil. |

| |

|Additional Suggestions |

|Access 5th grade science Delicious account @ del.icio. for links that will enhance and/or support the curriculum |

|Search United Streaming for Geology video clips to support content |

|To enhance lessons and engage students, use multimedia to demonstrate concepts (such as, Promethean Board, LCD projector and |

|textbook CD-ROM, DVD Lab Videos, etc.) |

| |

|Interventions: |

|Use of computer programs |

| |

|A website to provide reinforcement of vocabulary through interactive games |

|Use of study guides and graphic organizers can help students to focus on important facts from the reading. |

|Create a picture book to visualize the causes and effects of weathering, erosion and deposition |

|Supplemental Readers are intended for low-level learners. They can be used in a small group setting to review and reinforce all |

|lessons. |

|Provide pictures for students to identify landforms, agents of weathering, erosion, and deposition |

| |

|Extensions: |

|Students can work cooperatively on extended vocabulary worksheets. |

|Independent Science experiment will require students to design an experiment that will examine the effects of erosion using |

|materials such as peat moss, sand, soil, etc. They will be required to hypothesize, collect data, report all findings and reflect |

|upon the experiment. Requirements for the report can be written on paper provided, typed using word processor, or encouraged to use|

|presentation software, such as PowerPoint or pod casts. |

| |

|Critic Connections are real life articles that help the learner to extend information learned in class to a higher thinking level. |

|They introduce new vocabulary and require the learner to analyze and synthesize information to answer activity questions. |

| |

|Discover Simulations: How do scientists measure the strength of earthquakes? Students can work on an interactive simulation in |

|computer labs to further apply understanding of Richter Scales. |

|COMPETENCIES |

|EVALUATION CRITERIA/ASSESSMENT |

|Design, implement, record, explain, and justify safe and effective laboratory procedures to determine the relationship between two |

|variables, controlling for other factors that might also affect the relationship. (S8A.1.1.2 & 3 & 4; S8A.2.1.3 & 4 & 5) |

|Provide examples of when it is correct to use the terms “scientific theory” as opposed to an opinion. (S8A.1.1.1) |

|Describe ways technology extends, enhances, and potentially challenges human abilities for specific purposes. (S8A.1.2.1 & 3 & 4; |

|S8A.2.2.3; S8A.3.2.2; S8B. 2.1.4) |

|Use models and patterns to make predictions, draw inferences, or explain scientific and technological concepts. (S8A.3.2.1 & 2 & 3;|

|S8A.3.3.1 & 2) |

| |

|Teacher designed tests and quizzes |

|Worksheets designed to demonstrate knowledge of the concepts taught |

|Standardized tests (PSSA scores) |

|Project (Rubric) |

|Portfolio (may contain Introductory page, two neatly presented lab reports, submission of two written assessments with completed |

|portfolio reflection papers) |

|Teacher observation |

|Lab Reports |

|Science Journal (Answers to journal questions must reflect an understanding of content and demonstrate the ability to apply content|

|to real life examples) |

|Homework |

|Subject Title: Science – Meteorology/Hydrology |

|Grade Level: Grade 5 |

| |

|ANCHOR: S8.D.2 Weather, Climate, and Atmospheric Processes |

|S8.D.1 Earth Features and Processes that Change Earth and Its Resources |

| |

|BIG IDEA: Solid, liquid, and gaseous earth materials all circulate in large scale systems at a variety of time scales, giving rise |

|to landscapes, the rock cycle, ocean currents, and weather and climate |

| |

|Meteorology Unit Outcome: |

|The learner will identify factors that affect weather |

| |

|Hydrology Unit Outcome: |

|The learner will explain the water cycle and its effects on climate |

| |

|Essential Question: What causes the great variation at Earth’s surface? |

|DESCRIPTION/CONCEPTS |

|Explain how pressure, temperature, moisture, and wind are used to describe atmospheric conditions that affect regional weather or |

|climate (S8.D.2.1) PA Reference: 3.5.7.C |

| |

|Describe characteristic features of Earth’s water systems or their impact on resources (S8.D.1.3) |

|PA Reference: 3.5.7.D, 4.3.7.B, 4.1.7.A, 4.1.7.B, 4.1.7.C |

|ELIGIBLE CONTENT |

|S8.D.2.1.1 |

|Explain the impact of water systems on the local weather or the climate of a region (e.g., lake effect snow, land/ocean breezes). |

| |

|S8.D.2.1.2 |

|Identify how global patterns of atmospheric movement influence regional weather and climate |

| |

|S8.D.2.1.3 |

|Identify how cloud types, wind directions, and barometric pressure changes are associated with weather patterns in different |

|regions of the country |

| |

|S8.D.1.3.1 |

|Describe the water cycle and the physical processes on which it depends (i.e., evaporation, condensation, precipitation, |

|transpiration, runoff, infiltration, energy inputs, and phase changes) |

|CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS |

|Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be |

|helpful: |

|Labs |

|Perform textbook’s Lighten Up! experiment. Students will examine the angle at which the Suns rays strike the Earth, and how the |

|concentration of the rays affects climate |

|Perform textbook’s The Pressure’s On! experiment. Students will make a barometer to demonstrate how air pressure changes |

| |

|Additional Suggestions |

| |

|Access 5th grade science Delicious account @ del.icio. for links that will enhance and/or support the curriculum |

|Search United Streaming for Meteorology and Hydrology video clips to support content |

|To enhance lessons and engage students, use multimedia to demonstrate concepts (such as, Promethean Board, LCD projector and |

|textbook CD-ROM, DVD Lab Videos, etc.) |

| |

|Interventions: |

|Use of computer programs |

|Questions generated by peers |

|Use of study guides |

|Supplemental Readers |

|Concept map |

| |

|Extensions: |

|Reading supplemental articles in Science magazines. |

|COMPETENCIES |

| |

|EVALUATION CRITERIA/ ASSESSMENT |

|Trace the movement of water through all parts of the earth system, living and non-living, from the cellular scale to the global |

|scale, and connect the behavior of water in each different part of the system to its physical properties. (S8D.2.1.1; S8D.1.3.1) |

|Design, implement, record, explain, and justify safe and effective laboratory procedures to determine the relationship between two |

|variables, controlling for other factors that might also affect the relationship. (S8A.1.1.2 & 3 & 4; S8A.2.1.3 & 4 & 5) |

|Provide examples of when it is correct to use the terms “scientific theory” as opposed to an opinion. (S8A.1.1.1) |

|Use models and patterns to make predictions, draw inferences, or explain scientific and technological concepts. (S8A.3.2.1 & 2 & 3;|

|S8A.3.3.1 & 2) |

|Use appropriate technologies to make precise quantitative measurements and observations and to organize and analyze the data. |

|(S8A.1.3.1 & 2; S8A.2.1.1 & 2 &4; S8A.2.2.1 & 2). |

| |

|Teacher designed tests and quizzes |

|Worksheets designed to demonstrate knowledge of the concepts taught |

|Standardized tests |

|Project |

|Portfolio |

|Teacher observation |

|Lab Sheets |

|Science Journal |

|Rubric |

|Homework |

|Subject Title: Science – Astronomy |

|Grade Level: Grade 5 |

| |

|ANCHOR: S8.D.2 Weather, Climate, and Atmospheric Processes |

| |

|BIG IDEA: Solid, liquid, and gaseous earth materials all circulate in large scale systems at a variety of time scales, giving rise |

|to landscapes, the rock cycle, ocean currents, and weather and climate |

| |

|Astronomy Unit Outcome: |

|The learner will identify and describe the objects that make up the universe and measure the distance between then |

| |

|Essential Questions: How does Earth relate to other objects in the solar system? |

|DESCRIPTION/CONCEPTS |

|1. Explain the relationships between and among the objects of our solar system (S8.D.3.1) |

|PA Reference: 3.4.7.D |

|ELIGIBLE CONTENT |

|S8.D.3.1.1 |

|Describe patterns of earth’s movements (i.e., rotation and revolution) in relation to the moon and sun (i.e., phases, eclipses, and|

|tides) |

| |

|S8.D.3.1.2 |

|Describe the role of gravity as the force that governs the movement of the solar system and universe |

| |

|S8.D.3.1.3 |

|Compare and contrast characteristics of celestial bodies found in the solar system (e.g., moons, asteroids, comets, meteors, inner |

|and outer planets) |

|CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS |

|Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be |

|helpful: |

|Labs |

|Perform textbook’s Reasons for Seasons experiment. Students will model how earth’s tilt and revolution around the sun create |

|seasons. |

|Perform textbook’s It’s just a Phase! Experiment. Students will model the moon’s revolution around the earth to demonstrate moon |

|phases as seen from earth. |

|Perform textbook’s A Very Long Trip! Experiment. Students will demonstrate how objects in our solar system revolve around the sun |

|in elliptical orbits. |

|Perform textbook’s Scaling the Solar System experiment. Students will create a scale model of the distances between planets in our |

|solar system. |

| |

| |

|Additional Suggestions |

|Access 5th grade science Delicious account @ del.icio. for links that will enhance and/or support the curriculum |

|Search United Streaming for Astronomy video clips to support content |

|To enhance lessons and engage students, use multimedia to demonstrate concepts (such as, Promethean Board, LCD projector and |

|textbook CD-ROM, DVD Lab Videos, etc.) |

| |

| |

|Interventions: |

|Use of computer programs |

|Questions generated by peers |

|Use of study guides. |

|Supplemental Readers |

|Concept map |

| |

| |

|Extensions: |

|Reading supplemental articles in Science magazines. |

|COMPETENCIES |

| |

|EVALUATION CRITERIA/ ASSESSMENT |

|Compare and contrast characteristics of celestial bodies found in the solar system. (S8D.3.1.3) |

|Design, implement, record, explain, and justify safe and effective laboratory procedures to determine the relationship between two |

|variables, controlling for other factors that might also affect the relationship. (S8A.1.1.2 & 3 & 4; S8A.2.1.3 & 4 & 5) |

|Provide examples of when it is correct to use the terms “scientific theory” as opposed to an opinion. (S8A.1.1.1) |

|Use models and patterns to make predictions, draw inferences, or explain scientific and technological concepts. (S8A.3.2.1 & 2 & 3;|

|S8A.3.3.1 & 2) |

|Teacher designed tests and quizzes |

|Worksheets designed to demonstrate knowledge of the concepts taught |

|Standardized tests |

|Project |

|Portfolio |

|Teacher observation |

|Lab Sheets |

|Science Journal |

|Rubric |

|Homework |

|Subject Title: Science – Biology |

|Grade Level: Grade 5 |

| |

|ANCHOR: S8.B.1 Structure and Function of Organisms |

| |

|BIG IDEA: Cell Theory and Organisms: The cell is the basic unit of structure and function for all living things |

| |

|Biology Unit Outcome: |

|The learner will identify and explain that the cell is the basic unit of structure and function for all living things |

|The learner will identify and classify animals |

| |

|Essential Question: How can one cell function as an organism? |

| |

|Essential Question: What allows some populations of organisms to change and survive while others cannot? |

|DESCRIPTION/CONCEPTS |

|1. Describe and compare structural and functional similarities and differences that characterize diverse living things (S8.B.1.1 ) |

| |

| |

|PA Reference: 3.3.7.A, 3.3.7.B, 4.6.7.A, 4.7.7.B |

|ELIGIBLE CONTENT |

|S8.B.1.1.1 |

|Describe the structures of living things that help them function effectively in specific ways (e.g., adaptations, characteristics) |

|S8.B.1.1.2 |

|Compare similarities and differences in internal structures of organisms (e.g., invertebrate/vertebrate, vascular/nonvascular, |

|single-celled/multi-celled) and external structures (e.g., appendages, body segments, type of covering, size, shape) |

| |

|S8.B.1.1.3 |

|Apply knowledge of characteristic structures to identify or categorize organisms (i.e., plants, animals, fungi, bacteria, and |

|protista |

|CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS |

|Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be |

|helpful: |

|Labs |

|Perform textbook’s A Closer Look experiment. Students will use a microscope to compare microorganisms. |

|Perform textbook’s Organizing Animals Experiment. By observing different specimens, students will classify according to |

|characteristics. |

|Additional Suggestions |

|Access 5th grade science Delicious account @ del.icio. for links that will enhance and/or support the curriculum |

|Search United Streaming for Biology video clips to support content |

|To enhance lessons and engage students, use multimedia to demonstrate concepts (such as, Promethean Board, LCD projector and |

|textbook CD-ROM, DVD Lab Videos, etc.) |

| |

| |

|Interventions: |

|Use of computer programs |

|Questions generated by peers |

|Use of study guides. |

|Supplemental Readers |

|Concept map |

| |

| |

|Extensions: |

|Reading supplemental articles in Science magazines. |

|COMPETENCIES |

| |

|EVALUATION CRITERIA/ ASSESSMENT |

|Identify examples of the relationship(s) between structure and function in the living world. (S8B.1.1.1 & 3 & 4) |

|Design, implement, record, explain, and justify safe and effective laboratory procedures to determine the relationship between two |

|variables, controlling for other factors that might also affect the relationship (S8A.1.1.2 & 3 & 4; S8A.2.1.3 & 4 & 5) |

|Provide examples of when it is correct to use the terms “scientific theory” as opposed to an opinion. (S8A.1.1.1) |

|Use models and patterns to make predictions, draw inferences, or explain scientific and technological concepts. (S8A.3.2.1 & 2 & 3;|

|S8A.3.3.1 & 2) |

|Teacher designed tests and quizzes |

|Worksheets designed to demonstrate knowledge of the concepts taught |

|Standardized tests |

|Project |

|Portfolio |

|Teacher observation |

|Lab Sheets |

|Science Journal |

|Rubric |

|Homework |

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