elementary curriculum guidelines for science (sunshine … · · 2016-06-10elementary curriculum...

A Correlation of

to the

Palm Beach County

Elementary Curriculum Guidelines for Science (Sunshine State Standards)

Grade Five

T/S-45_G5

Introduction This document demonstrates how Scott Foresman Science meets the Palm Beach County Elementary Curriculum Guidelines for Science (Sunshine State Standards). Page references are to the Teacher’s Edition or to the ancillary. Scott Foresman Reading selections that support the Palm Beach County guidelines are also cited. Pearson Scott Foresman is proud to introduce our all new Scott Foresman Science, Kindergarten through Grade Six. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design.

Scaffolded Inquiry Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process. How to Read Science Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students.

Differentiated Instruction Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s reading level.

Time-Saving Strategies Time-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.

Quick Teaching Plans cover the standards even when class time is short.

Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30 seconds.

Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily.

Technology Scott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction. The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

STRAND A: THE NATURE OF MATTER

GRADE 5: STANDARD 1. The student understands that all matter has observable, measurable properties.

REPORT CARD S1. Understands that all matter has observable, measurable properties.

BENCHMARK SC.A.1.2.1 The student determines that the properties of materials can be compared and measured. (AA: MC)

ESSENTIAL QUESTIONS

? How can the mass of an object be determined? The mass of an object can be found by weighing the object in grams or kilograms using a balance or spring scale.

? How do you find the volume of a regular-shaped object? The volume of a regular-shaped object can be found by measuring its length, width, and height in centimeters or meters and then multiplying all three measures. The unit of volume is ‘cubic’ centimeters (cc or cm3) or cubic meters (m3).

? What is density and how is it determined? Density compares the mass (amount of matter) per volume (amount of space) in an object. The density of different elements (pure substances) is unique. Density is calculated by dividing the mass of an object by its volume. The quotient is a ratio (fraction) of mass per volume.

Scott Foresman Science Teacher Edition

Scott Foresman Science

Scott Foresman Resources GRADE LEVEL EXPECTATIONS AND CONCEPTUAL FRAMEWORK

Lessons Pages Assessments SF Science SF Reading GLE 1 - The student uses metric tools to determine the mass, volume, and density of materials. 1. Student identifies matter as anything that has mass and

volume (taking up space.) 2. Student investigates the mass of similar materials using

a metric scale to conclude that an object’s physical properties remain constant and can be used to identify it.

3. Student measures then calculates volume of regular-shaped solids (v = l x w x h).

4. Student demonstrates how to determine the volume of an irregular-shaped solid by calculating the difference in volume of the water it displaces.

5. Student compares and contrasts the density of liquids and solids using a density column.*

Chapter 3 Guided Inquiry Chapter 7 Directed Inquiry Chapter 11 Directed Inquiry Chapter 11 Directed Inquiry

80-81 196 337D 340

Examview 57C, 57H, 84, 193C, 193H, 220, 337C, 337H, 366 FCAT Science Test Prep Ancillary 73, 74, 76, 104, 140 Assessment Book Chapter 11 Test, 69-72; Unit C Test, 89-92

Activity Flip Chart 337E Lab Zone Science 57D, 80, 193D, 196, 337D, 340 Leveled Readers 193A, 337A Every Student Learns 346

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Teacher Edition Scott Foresman

Science Scott Foresman Resources GRADE LEVEL EXPECTATIONS

AND CONCEPTUAL FRAMEWORK Lessons Pages Assessments SF Science SF Reading

(continued) Quick Study Ancillary 86, 87 Take It to the Net 80, 193, 196, 337, 340 Quick Activity Transparencies 342 FCAT Benchmark Mini-Lesson Ancillary 37, 43

2

STRAND A: THE NATURE OF MATTER GRADE 5: STANDARD 1. The student understands that all matter has observable, measurable properties.


BENCHMARK SC.A.1.2.2 The student knows that common materials can be changed from one state to another by heating and cooling. (CS: MC)

ESSENTIAL QUESTIONS

? What is a change of state? A change of state is when matter changes from one physical form (phase) to another, like from solid to liquid, liquid to gas, liquid to solid, or gas to liquid.

? What causes evaporation? Evaporation happens when a liquid changes into a gas at a temperature below its boiling point. The change from liquid to gas at or above the boiling point is called vaporization. Liquids evaporate naturally below their boiling point and vaporize when they are heated.)

? What causes condensation? Condensation happens when a gas (vapor) cools and change into a liquid. For example, water vapor in the air changes to dew (liquid water) when it touches a cool surface. (In meteorology this is called the dew point.)

? How can the melting and freezing point be the same? Melting is the change from solid to liquid, freezing is the change from liquid to solid. Because only one temperature point on the thermometer separates liquid from solid, the melting and freezing points are the same temperature.

? Does heating or cooling change the mass or amount of matter ? No. Heating and cooling only changes the state (or phase) of the matter. When water is evaporated in a closed system (container) and physically changed from liquid to vapor and then back to liquid again, the total amount of water (mass) remains the same. This may be confusing for students because they see less water in a container (open system) after boiling, but the missing mass has just changed phase from a liquid to a gas and is now in the atmosphere. The Law of Conservation of Mass (Antoine Lavoiser, 1774) states that matter cannot be created or destroyed, but it can change from one form to another.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that matter is conserved during heating and cooling. 1. Student investigates a change of state from solid to

liquid to gas and records the temperature. 2. Student identifies evaporation as a physical change

from liquid to gas when matter is heated. 3. Student identifies condensation as the physical

change from gas to liquid when matter cools.

Chapter 11 Lesson 3 Chapter 11 Review & Test Prep

354-357 367

Examview 337C, 337H, 366 FCAT Science Test Prep Ancillary 73, 75, 77

Leveled Readers 337A Every Student Learns 357 Quick Study Ancillary 90, 91

3





(continued) 4. Student identifies the melting, freezing and boiling

points of water. 5. Student recognizes no matter is created or

destroyed in a change of state.

Assessment Book Chapter 11 Test, 69-72; Unit C Test, 89-92

Take It to the Net 337 Quick Activity Transparencies 354 FCAT Benchmark Mini-Lesson Ancillary 45

4



BENCHMARK SC.A.1.2.4 The student knows that different materials are made by physically combining substances and that different objects can be made by combining different materials. (AA: MC)

ESSENTIAL QUESTIONS

? What is a mixture? A mixture is the product of thoroughly blending two or more different substances together physically. The parts that make

up a mixture are unevenly mixed so every sample taken from a mixture is different. For instance, trail mix may contain raisins, peanuts and chocolate chips, but not every serving will have the same number of peanuts.

? Can all mixtures be separated? Yes, because all mixtures are put together physically, they can be separated. It may take some time and creativity, but every mixture can be separated using the physical properties of each original material. Separation methods like filtering, evaporation, and magnetism can be applied to physically separate different materials.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that physically combining matter does not change its original properties. 1. Student identifies a mixture as a combination of two or

more different kinds of materials each of which keeps it own original physical properties.

2. Student investigates different types of mixtures (e.g., salad, trail mix, cereal, soup, beach sand, and air).

3. Student combines substances physically and then checks samples of their mixture to confirm that the amount of ingredients are not the same in every sample.

Chapter 11 Lesson 4 Chapter 11 Review & Test Prep Chapter 12 Chapter 12 Lesson 3 Chapter 12 Lesson 4 Chapter 12 Review & Test Prep

360-361 367 369 382-385 388-393 398-399

Examview 337C, 337H, 366, 369C, 369H, 398 FCAT Science Test Prep Ancillary 73, 76, 77, 78, 81, 104 Assessment Book Chapter 11 Test, 69-72; Chapter 12 Test, 73-76; Unit C Test, 89-92

Activity Flip Chart 337E Leveled Readers 337A, 369A Every Student Learns 383, 389 Quick Study Ancillary 92, 93, 98, 99, 100, 101 Take It to the Net 369

5





(continued) Quick Activity Transparencies 382 FCAT Benchmark Mini-Lesson Ancillary 46

6



BENCHMARK SC.A.1.2.4 (continued) The student knows that different materials are made by physically combining substances and that different objects can be made by combining different materials. (AA: MC)

ESSENTIAL QUESTIONS

? What is a solution? A solution is a mixture in which one substance (called a ‘solute’) is dissolved in another substance (called a ‘solvent’). A solution looks like a single substance and has the same properties throughout. (Solutions are not always in liquid form. Some gases and solids are also considered solutions. For example, the oxygen we breathe is dissolved in nitrogen, and bronze is a solution of copper and tin.)

? What is solubility? Solubility is a ‘property of matter’ that determines if one substance can be dissolved in another, like sugar dissolving into water. Solubility is recorded as the amount in grams of a substance (solid, liquid or gas) that can be dissolved in a specific volume of water (which is considered the universal solvent).

? How are solutions different from mixtures? The parts of mixtures are unevenly mixed. For example, one scoop of Raisin Bran cereal may have more raisins than another scoop (so mixtures are heterogeneous). The parts of solutions are evenly mixed. For example, every sip of salt water tastes the same, because the salt is evenly mixed throughout the water (so solutions are homogeneous). Solutions are harder to separate than mixtures. The phrase ‘even-solutions and mixed-up mixtures’ may help students remember this difference.




Lessons Pages Assessments SF Science SF Reading GLE 2 - The student knows the differences and similarities between mixtures and solutions. 1. Student identifies a solution as a special type of

mixture in which the particles of different substances are evenly mixed throughout a single phase of matter.

2. Student investigates the solubility of different solids in water (e.g., sugar, salt, pepper, Kool Aid.)

3. Student applies physical properties to separate a solution.*

4. Student compares and contrasts mixtures and solutions.

Chapter 11 Lesson 4 Chapter 11 Lesson 4 Chapter 11 Review & Test Prep

358-359 360-361 367

Examview 337C, 337H, 366 FCAT Science Test Prep Ancillary 76, 77, 78, 104 Assessment Book Chapter 11 Test, 69-72, Unit C Test, 89-92

Leveled Readers 337A Every Student Learns 359 Quick Study Ancillary 92, 93 Take It to the Net 337 Quick Activity Transparencies 358

7





(continued) FCAT Benchmark Mini-Lesson Ancillary 46

8



BENCHMARK SC.A.1.2.5 The student knows that materials made by chemically combining two or more substances may have properties that differ from the original materials. (CS: MC)

ESSENTIAL QUESTIONS

? What is a physical change? A physical change is when matter changes from one physical form to another like a change in shape, size, or state (phase.) Physical changes do not change the chemical properties of the substance. Mixtures and solutions are examples of physical changes.

? What is a chemical change? Any change of matter that produces new substances with different physical and chemical properties is a chemical change. Compounds are are examples of chemical changes.

? How are physical and chemical changes different? Physical changes alter the look of matter by changing physical properties, but never change any chemical properties. Chemical changes produce new substances with different physical and chemical properties.

? How are physical and chemical changes alike? Physical and chemical changes both change matter and make all things (matter) in the universe more interesting.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows the difference between physical changes and chemical changes. 1. Student identifies a physical change as a ‘reaction’ that

changes matter (physically) from one state of matter to another resulting in no new matter or properties.

2. Student identifies a chemical change as a ‘reaction’ that changes matter ‘chemically’ resulting in new products which may also have new properties.

3. Student compares and contrasts physical changes and chemical changes.

(continued on the next page)


374-377 398-399

Examview 369C, 369H, 398 FCAT Science Test Prep Ancillary 77, 79 Assessment Book Chapter 12 Test, 73-76; Unit C Test, 89-92

Activity Flip Chart 369E Leveled Readers 369A Every Student Learns 377 Quick Study Ancillary 94, 95 Take It to the Net 369

9






10



BENCHMARK SC.A.1.2.5 (continued) The student knows that materials made by chemically combining two or more substances may have properties that differ from the original materials. (CS: MC)

ESSENTIAL QUESTIONS

? What is a chemical reaction? A chemical reaction is the change that takes place when two or more substances (reactants) interact to form a new substance (product.) Chemical reactions are written in chemical equations showing the arrangement of atoms during a chemical reaction using chemical symbols.

? Does ‘new substance’ mean new matter? No. Chemical reactions do not create new matter, they rearrange existing matter. The Law of Conservation of Mass (Antoine Lavoiser, 1774) states that matter cannot be created or destroyed, but it can change from one form to another. This means the amount of matter in the universe today is the same as the amount at the beginning of time, and will also be the same amount at the end of time.




Lessons Pages Assessments SF Science SF Reading GLE 2 - The student knows chemically combining matter produces new materials that can have different properties. 1. Student investigates chemical reactions, observes and

records chemical changes, and examines the resulting new substances for new properties.

2. Student understands that neither a physical or chemical reaction can change the amount of matter present in the universe (Law of Conservation of Matter)

Chapter 12 Chapter 12 Lesson 1 Chapter 12 Lesson 2 Chapter 12 Lesson 4 Chapter 12 Review & Test Prep

369 374-377 378-381 388-393 398-399

Examview 369C, 369H, 398 FCAT Science Test Prep Ancillary 74, 75, 77, 79, 80, 81, 84, 104, 141 Assessment Book Chapter 12 Test, 73-76; Unit C Test, 89-92

Activity Flip Chart 369E Leveled Readers 369A Every Student Learns 377, 380, 389 Quick Study Ancillary 94, 95, 96, 97, 100, 101 Take It to the Net 369

11





(continued) Quick Activity Transparencies 374, 378 FCAT Benchmark Mini-Lesson Ancillary 47, 48, 49

12


GRADE 5: STANDARD 2. The student understands the basic principles of the atomic theory.

REPORT CARD S2. Understands the basic properties of atomic theory.

BENCHMARK SC.A.2.2.1 The student knows that materials may be made of parts too small to be seen without magnification. (CS: MC)

ESSENTIAL QUESTIONS ? What is the atomic theory? The atomic theory (theory of the atom) states that all matter is made up of extremely tiny particles called atoms. This theory was proposed by John Dalton, an English scientist in the beginning of the 19th century (1800’s). He revised the idea proposed by the Greek philosopher Democritus (400 B.C.) by describing chemical behavior in terms of atoms that can neither be created or destroyed. (A theory is an idea that is the best explanation of many observations and helps make new predictions.)

? What are elements? Elements are pure substances made up of only one kind of atom. This means that atoms (protons, neutrons,

and electrons together as a unit) are the smallest part of an element which have the same physical and chemical properties of the element. Each element has an ‘atomic number’ (or atom number) which tells the number of protons in one atom of that element. Elements are arranged by atomic number in rows (called periods) and also by similar chemical properties in columns (called groups or families) in the modern periodic table. Arranging the elements into a table was the idea of a Russian chemist named Demitri Mendeleev (1869) who first noticed different elements shared some similar properties in predictable patterns.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows matter is composed of atoms and elements. 1. Student knows the atom is the smallest part of an

element. 2. Student knows an element is a pure substance made

up of only one type of atom. 3. Student investigates objects concealed in a box and

infers information about them from observations and experiments made indirectly.


348-353 366-367


Activity Flip Chart 337E Leveled Readers 337A Every Student Learns 351 Quick Study Ancillary 88, 89

13





(continued) Take It to the Net 337 Quick Activity Transparencies 348 FCAT Benchmark Mini-Lesson Ancillary 44

14


GRADE 5: STANDARD 2. The student understands the basic principles of the atomic theory.

REPORT CARD S2. Understands the basic properties of atomic theory.

BENCHMARK SC.A.2.2.1 (continued)The student knows that materials may be made of parts too small to be seen without magnification. (CS: MC)

ESSENTIAL QUESTIONS

?What is the Periodic Table of Elements? The Periodic Table of Elements is a set of boxes laid out in rows and columns in which all the elements known to man are arranged by atomic number. Each box represents a separate element. The boxes are grouped by atomic number in rows called ‘periods’ and also by similar chemical properties in columns called ‘groups or families.’ Arranging the elements into a table was the idea of a Russian chemist named Demitri Mendeleev (1869) who first noticed that different elements shared some similar properties in predictable patterns. His original grouping was by atomic mass (stuff in the atom), but it was later found using an order based on the atomic number (number of protons in each atom) is a better arrangement.

? How are compounds and mixtures alike? Different? Both compounds and mixtures combine matter. Both produce products different from the original materials combined. Mixtures are combined physically by mixing or blending, but compounds are combined chemically and held together by chemical bonds. Mixtures can be separated by physical means (sorting, filtering, evaporating), but compounds cannot be separated by physical means. Mixtures have the same properties as the elements they are made of, but compounds have new properties unlike the elements they were made of. Mixtures involve physical and phase changes, but compounds involve chemical reactions.




Lessons Pages Assessments SF Science SF Reading GLE 2 - The student knows scientists group elements by similar chemical properties that help them recombine chemically into new compounds. 1. Student identifies the periodic table as the way scientists

group the known elements. 2. Student knows a compound is a combination of

elements held together by chemical bonds. 3. Student investigates how elements are grouped.* 4. Student compares and contrasts compounds and

mixtures.


348-353 358-361 366-367



15




Lessons Pages Assessments SF Science SF Reading (continued) Take It to the

Net 337 Quick Activity Transparencies 348 FCAT Benchmark Mini-Lesson Ancillary 44

16

STRAND B: ENERGY

GRADE 5: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.

REPORT CARD S3. Understands the interaction of matter and energy.

BENCHMARK SC.B.1.2.1 The student knows how to trace the flow of energy in a system (e.g. ecosystem.) (AA: MC, SR)

ESSENTIAL QUESTIONS ? Why do all animals in an ecosystem depend on producers? Animals are consumers and depend on the producers (photosynthetic

organisms) for energy. Producers capture energy from the sun, convert it into chemical energy (glucose) through photosynthesis, and become the food for all consumers either directly or indirectly. All the energy in the ecosystem begins with sunlight.

? What does a food pyramid tell us about the amount of food energy transferred through an ecosystem? Within any ecosystem the producers are far more numerous than the consumers. An energy pyramid shows only 10% of the energy available at any level of the food chain to pass on to the next level. This means less energy is available to support any large population of higher-level consumers. Proving once again that it is harder to stay on the top once you get there.



Scott Foresman Resources GRADE LEVEL EXPECTATIONS


GLE 1 - The student knows how to trace the flow of energy through an ecosystem. 1. Student identifies the roles of producers, consumers,

and decomposers in an ecosystem. 2. Student describes how energy flows from one

organism to another in food chains and food webs. 3. Student recognizes that because energy is lost as

heat at each level of consumption, ecosystems must have more producers than consumers.

4. Student investigates ways energy is transferred from one organism to another in an ecosystem and identifies the feeding roles organisms play.

5. Student investigates an organism’s diet then constructs a food web to show how that organism gets its energy.


144-147 159

Examview 121C, 121H, 158 FCAT Science Test Prep Ancillary 50 Assessment Book Chapter 5 Test, 17-20; Unit A Test, 25-28

Activity Flip Chart 121E Leveled Readers 121A

Every Student Learns 145

Quick Study Ancillary 38, 39

Take It to the Net 121

Quick Activity Transparencies 144

17

STRAND B: ENERGY



BENCHMARK SC.B.1.2.1 (continued)The student knows how to trace the flow of energy in a system (e.g. electricity in a circuit).) (AA: MC, SR)

ESSENTIAL QUESTIONS ? What is electricity? Electricity is the build up and flow of electrical charges resulting from the imbalance of positive and negative charges that

are a part of all matter. Once these charges build and discharge, they produce a flow of electric charges. The amount of charges that move past a certain point each second determines the electric current (flow.) Conductors are materials especially good at carrying electrical current because of the structure of their atoms. Electric current flows through a path called a circuit, like a big loop. For the current to continue flowing, the path must have no breaks. In a series circuit, the current flows from one appliance (load device) to the next in a single path. In a parallel circuit, the current is divided to different load devices in more than one path. The advantage to a parallel circuit is that if one load device fails, the other devices will still continue to operate. Magnets are used to generate electricity. Today almost all of the electricity supplied to homes and schools is produced by electromagnetic induction. (Research Michael Faraday, British physicist 1831 for more information.)




Lessons Pages Assessments SF Science SF Reading GLE 2 - The student knows the flow of electrons is called current electricity. 1. Student knows that electricity is a form of energy

resulting from the movement of electrons through matter.

2. Student knows when an object has an electric charge it attracts an ‘opposite’ charge and repels a ‘like’ charge by producing an electric force.

3. Student recognizes that electrons can flow in a ‘closed’ circuit and do not flow in an ‘open’ circuit.

4. Student investigates different open and closed circuits. 5. Student recognizes that in a series circuit there is only

one path for electrons to flow, but that in a parallel circuit each bulb has a separate path.


482-485 494-495


Activity Flip Chart 473E

Leveled Readers 473A





18

STRAND B: ENERGY



BENCHMARK SC.B.1.2.2 The student recognizes various forms of energy (e.g., potential and kinetic) (AA: MC Assesses SC.B.1.2.4)

ESSENTIAL QUESTIONS ? What are the two basic stages of energy? The two basic stages of energy are kinetic and potential energy. Kinetic energy is the energy an

object has when it is moving. The greater the speed and the mass of an object, the greater its kinetic energy. Potential energy is the energy an object has because of its position or condition. Objects higher on a ladder have more potential energy than objects on the floor. A stretched rubber band has more energy than a relaxed one. Starch (a complex carbohydrate) has more stored energy than sugar water (a simple carbohydrate). Every type of energy can be found in one of these two basic stages at one time or another.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that energy can be described as potential (stored) energy or kinetic energy (in motion). 1. Student identifies potential energy as the stored

energy an object has because of its position (location) or condition (structure or shape).

2. Student identifies kinetic energy as the energy possessed by an object (body) in motion.

3. Student investigates how energy is changed from potential to kinetic, interpreting data, and communicates the results of their investigation to others.

4. Student classifies different forms of energy in terms of potential and kinetic energy attributes.

Chapter 14 Build Background Chapter 14 Lesson 3 Chapter 14 Review & Test Prep

442 448-453 470-471

Examview 441C, 441H, 470 FCAT Science Test Prep Ancillary 91, 92, 95 Assessment Book Chapter 14 Test, 81-84; Unit C Test, 89-92

Leveled Readers 441A Every Student Learns 448 Quick Study Ancillary 110, 111 Take It to the Net 441 Quick Activity Transparencies 446 FCAT Benchmark Mini-Lesson Ancillary 55

19

STRAND B: ENERGY



BENCHMARK SC.B.1.2.2 (continued) The student recognizes various forms of energy (sound and light). (AA: MC Assesses SC.B.1.2.4)

ESSENTIAL QUESTIONS ? What are the properties and characteristics of light? Light is electro-magnetic energy produced by electrically-charged particles. Light

travels in straight lines called rays that spread out in all directions from the source. Light can travel through a vacuum (the emptiness of outer space). Light always reflects (bounces off) smooth, flat surfaces at the same angle it hits the surface (law of reflection.) Sometimes light passes through matter in a process called transmission. Clear materials are called transparent and allow all light to pass through. Translucent materials allow some light to pass through, and opaque materials do not let any light pass through. When light passes through one medium into another (e.g., air to water), it changes speed and direction slightly; this is called refraction (bending.) Passing sunlight (or white light) through a prism produces the spectrum of colors (frequencies) red, orange, yellow, green, blue, indigo, and violet which make up white light. (Color is to light as pitch is to sound.)

? What are the properties and characteristics of sound? Sound energy is vibrations that travel through matter. Unlike light, sound needs a medium (matter) to travel through. Like light sound travels at different speeds through different materials. Sound travels through solids faster than liquids and faster through liquids than gases. Sound also travels faster through warmer mediums than through cooler mediums. Loud sounds have more volume, and soft sounds have less volume. The speed that sound waves pass a given point per second determines the pitch or how high or low a tone sounds. High pitch sound travels faster (more wavelengths per second) than low pitch sounds. Sometimes sound waves can be absorbed (trapped) by some types of matter stopping the sound. Other times sound waves can be reflected (bounce off) matter causing an echo.




Lessons Pages Assessments SF Science SF Reading GLE 2 - The student knows that sound and light are forms of wave energy. 1. Student identifies and describes various characteristics

and behaviors of light and sound energy. 2. Student compares and contrasts properties of light and

sound energy. 3. Student investigates how light energy is reflected and

refracted.


454-457 458-461 470-471

Examview 441C, 441H FCAT Science Test Prep Ancillary 93, 94, 96

Activity Flip Chart 441E Leveled Readers 441A Every Student Learns 455, 460

20





(continued) 4. Student investigates the pitch and loudness of sound

energy.


Quick Study Ancillary 112, 113, 114, 115 Quick Activity Transparencies 454, 458

21

STRAND B: ENERGY



BENCHMARK SC.B.1.2.5 The student knows that various forms of energy can be measured in ways that make it possible to determine the amount of energy transformed. (CS: MC Assesses B.1.2.6.) [Link instruction with SC.B.1.2.6.]

ESSENTIAL QUESTIONS ? What is thermal energy? Thermal energy is the energy related to the temperature of substances (matter). ? What is a thermometer? A thermometer is a tool used to measure temperature. There are two commonly used temperature scales: the

Celsius and Fahrenheit scales. ? What is temperature? The temperature of an object is determined by the amount of kinetic energy (motion) contained in the particles that

make up a substance. ? How does a thermometer measure temperature? A thermometer measures the gain or loss of heat by placing it in or on a substance and

recording the change in the red fluid’s position by numbered degrees up or down. The higher the number (integer), the more heat.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student extends and refines the use of tools to measure the gain or loss of energy. 1. Student identifies temperature as the average measure

of kinetic energy of the particles of a substance. 2. Student knows heat is the transfer of thermal energy

between substances with different temperatures. 3. Student observes, measures, records, and compares

the temperature in various investigations to determine the amount of heat energy transfer.

Chapter 12 Directed Inquiry Chapter 12 Directed Inquiry Chapter 14 Directed Inquiry Chapter 14 Chapter 14 Directed Inquiry

369D 372 441D 441 444

Examview 369C, 369H, 398, 473C, 473H, 494 Assessment Book Chapter 15 Test, 85-88; Unit C Test, 89-92

Activity Flip Chart 473E Lab Zone Science 369D, 372, 441D, 444 Leveled Readers 369A, 441A, 473A Every Student Learns 489 Quick Study Ancillary 122, 123

22





(continued) Chapter 15 Chapter 15 Lesson 3 Chapter 15 Review & Test Prep

473 488-489 494-495

Take It to the Net 372, 444, 473 Workbook 138-139, 144

23

STRAND B: ENERGY



BENCHMARK SC.B.1.2.6 The student knows ways that heat can move from one object to another. ( Assessed as B.1.2.5.)

ESSENTIAL QUESTIONS

? What is heat? Heat is the transfer (flow) of thermal energy between substances that are different temperatures by conduction, convection or radiation. Conduction is the movement of heat from hotter matter to colder matter it is touching. Convection is the movement of heat energy in fluid, liquids or gases. Warmer fluids ‘rise’ and cooler fluids ‘sink’ creating a current (flow) from hot to cold. Radiation is the transfer of tiny ‘bundles of light particles’ called photons and includes both light and heat in electromagnetic waves from the sun to the Earth through empty space.

? How is chemical energy related to heat? Chemical energy is stored in chemical bonds when atoms form molecules. Whenever burning, chemical reactions, or nuclear (in the nucleus of the atom) reactions occur, heat energy is released.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that some materials conduct heat better than others. 1. Student knows that ‘conductors’ are materials that

transfer heat well and ‘insulators’ transfer heat poorly.

Chapter 14 Chapter 14 Lesson 4 Chapter 14 Review & Test Prep

441 462-465 470-471

Examview 441C, 441H, 470 FCAT Science Test Prep Ancillary 142 Assessment Book Chapter 14 Test, 81-84; Unit C Test, 89-92


24





(continued) FCAT Benchmark Mini-Lesson Ancillary 58

GLE 2 - The student understands that conduction, convection, and radiation are methods of heat energy transfer. 1. Student knows conduction transfers heat from a

warmer to a cooler substance that it is touching. 2. Student knows convection transfers heat in fluids

(liquids or gases.) 3. Student knows radiation transfers heat and light in

electromagnetic waves. 4. Student investigates ways heat moves through different

materials. 5. Student understands energy stored in chemical bonds

releases heat.


464-465 470

Examview 441C, 441H, 470 Assessment Book Chapter 14 Test, 81-84; Unit C Test, 9-92

Leveled Readers 441A Quick Study Ancillary 116, 117 Take It to the Net 441 Quick Activity Transparencies 462 FCAT Benchmark Mini-Lesson Ancillary 58

25

STRAND B: ENERGY

GRADE 5: STANDARD 2. The student understands the interaction of matter and energy.


BENCHMARK SC.B.2.2.2 The student recognizes the cost and risks to society and the environment posed by the use of nonrenewable energy. (Assessed as SC.G..2.2.1.) [Link instruction with SC.G..2.2.1.]

ESSENTIAL QUESTIONS

? What is a resource? A resource is anything that can be used for a material or energy need. Useful materials taken from the Earth are called natural resources. ? Why are natural resources important to man? Natural resources give us food, shelter, energy, and fun. ? How can resources be grouped? Resources are classified as ‘renewable’ meaning they can be replaced in a human lifetime, or

‘nonrenewable’ meaning they can’t be replaced once used up. Some resources are considered ‘inexhaustible’ because they are reusable and naturally recycled over and over again.

? What is the difference between renewable and nonrenewable resources? Nonrenewable resources can’t be replaced once used such as oil, coal, natural gas, and minerals. Renewable resources can be replaced by nature, such as food crops, lumber, fresh water (renewed by the rain cycle), solar energy and wind.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows the risk factors associated with nonrenewable energy resources. 1. Student knows what a resource is and why it is

important to man. 2. Student recognizes that natural resources are grouped

according to their renewability over a human lifetime. 3. Student differentiates between renewable and

nonrenewable natural resources. 4. Student investigates the properties of mineral

resources.


297 304-305 326-327

Examview 297C, 297H, 326 FCAT Science Test Prep Ancillary 61, 62, 64, 67, 68, 71, 139 Assessment Book Chapter 10 Test, 51-54; Unit B Test, 55-58






FCAT Benchmark Mini-Lesson Ancillary 39

26

STRAND B: ENERGY



BENCHMARK SC.B.2.2.2 (continued) The student recognizes the cost and risks to society and the environment posed by the use of nonrenewable energy. (Assessed as SC.G.2.2.1.) [Link instruction with SC.G..2.2.1.]

ESSENTIAL QUESTIONS

? What does conservation mean? Conservation is the wise use and protection of natural resources. ? How can reusable and renewable resources be conserved? Reusable and renewable resources can be conserved by protecting them from damage and overuse. ? What will happen to nonrenewable resources? If we can reduce our dependency on some nonrenewable resources (e.g. fossil fuels) by developing alternative sources of energy, it could help the remaining nonrenewable resources last longer. Eventually the nonrenewable resources will be used up. ? How are reducing, reusing, and recycling different? Reducing means using fewer resources. Reusing means using products again instead of throwing them away. Recycling means using the resources in old products to make new products. Together they provide us with three effective ways to conserve resources.




Lessons Pages Assessments SF Science SF Reading GLE 2 - The student understands the reasons for energy conservation. 1. Student knows conservation is the controlled use and

or maintenance of natural resources. 2. Student understands man’s reasons for and efforts

toward preserving and protecting natural resources. 3. Student identifies reducing, reusing, and recycling as

ways they can conserve resources. 4. Student differentiates between reducing, reusing, and

recycling by actions taken to change wasteful behaviors.

5. Student investigates how resources are wasted and develops a plan to use them more wisely.


318-321 326-327

Examview 297C, 297H, 326 FCAT Science Test Prep Ancillary 62, 63 Assessment Book Chapter 10 Test, 51-54; Unit B Test, 55-58

Activity Flip Chart 297E Lab Zone Science 297D, 322-323 Leveled Readers 297A Every Student Learns 319 Quick Study Ancillary 84, 85

27





(continued) Take It to the Net 297 Quick Activity Transparencies 318 FCAT Benchmark Mini-Lesson Ancillary 42

28

STRAND B: ENERGY GRADE 5: STANDARD 2. The student understands the interaction of matter and energy.


BENCHMARK SC.B.2.2.3 The student knows that the limited supply of usable energy sources (coal and oil) places great significance on the development of renewable energy sources. (Assessed as SC.G.2.2.1.)

ESSENTIAL QUESTIONS

? What are the fossil fuels and why do we depend on them so much? Fossil fuels are the major energy resources formed from the remains of plants and animal organisms that lived long ago on our planet. Buried under layers of sediments millions of years ago these organisms have fossilized into coal, petroleum (oil), and natural gas. Today almost all our energy needs including energy for transportation, generating electricity, heating and air conditioning our homes and offices, manufacturing goods, and much more comes from burning fossil fuels.

? Why are fossil fuels considered nonrenewable energy resources? Fossil fuels are nonrenewable because they can never be replaced once they are used up. The conditions that existed in the past on Earth that led to the formation of all fossil fuels no longer exist on Earth today and would take millions of years to recreate, indeed they can never be recreated.

? How does burning fossil fuels impact the environment? There are many damaging chemical compounds put into the atmosphere by burning coal, oil, and gas including smoke, soot, carbon dioxide, carbon monoxide, nitrogen oxides, and sulfur oxides. These chemicals mix with the air, water vapor, and rain to produce smog, air pollution, and acid rain. Carbon dioxide, a byproduct of burning, traps heat in the atmosphere causing the greenhouse effect and global warming. These and other problems are daily consequences of using fossil fuels for energy.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands the processes that created fossil fuels, how they are used, and why they are nonrenewable. 1. Student identifies the major fossil fuel energy

resources: coal, oil (petroleum and gasoline), and natural gas.

2. Student identifies ways fossil fuels are used. 3. Student explains how coal, oil, and gas form and where

they are found.


297 302-305 326-327

Examview 297C, 297H, 326 FCAT Science Test Prep Ancillary 61, 62, 64, 67, 68, 71, 139

Activity Flip Chart 297E Leveled Readers 297A Every Student Learns 305

29





(continued) 4. Student understands that the conditions and time

necessary to produce fossil fuels no longer exists, and so they are a nonrenewable energy resource.

5. Student knows some of the consequences burning fossil fuels pose to the environment (air pollution, global warming.)

Assessment Book Chapter 10 Test, 51-54; unit B Test, 55-58

Quick Study Ancillary 78, 79 Take It to the Net 297 FCAT Benchmark Mini-Lesson Ancillary 39

30

STRAND B: ENERGY



BENCHMARK SC.B.2.2.3 (continued) The student knows that the limited supply of usable energy sources (coal and oil) places great significance on the development of renewable energy sources. (Assessed as SC.G.2.2.1.)

ESSENTIAL QUESTIONS

? What are alternative energy sources? An alternative energy source means using something other than coal, oil or gas to produce the energy we need and use daily like electricity. There are alternative ways to produce energy, but unfortunately most are either too expensive or inconvenient until they are desperately needed. It is however very important to encourage the search and use of new and unconventional ways to produce the energy we have come to depend on every day.

? Why are alternative energy resources important? Alternative energy resources are important because they reduce our demand and dependency on fossil fuels which are a finite resource. Hopefully they will provide us with the time we need to develop new and different energy resources for our future.




Lessons Pages Assessments SF Science SF Reading GLE 2 - The student knows that alternative energy sources like hydroelectric, geothermal, and synthetic fuels are being explored using natural and manmade processes. 1. Student understands that the majority of our energy

needs today are being supplied by burning fossil fuels.

2. Student knows that alternative energy resources are important because they reduce our consumption and dependency on fossil fuels.

3. Student understands that some alternative energy resources are not available every-where (like geothermal and wind power.)

4. Student understands that using alternative energy resources does not necessarily mean less pollution or damage to the environment.


297 306-313 326-327

Examview 297C, 297H, 326 FCAT Science Test Prep Ancillary 61, 63, 65, 66, 139 Assessment Book Chapter 10 Test, 51-54; Unit B Test, 55-58







31

STRAND C: FORCE AND MOTION

GRADE 5: STANDARD 1. The student understands that types of motion may be described, measured, and predicted. REPORT CARD S4. Understands that motion may be described, measured, and predicted.

BENCHMARK SC.C.1.2.1 The student understands that the motion of an object can be described and measured. (CS: MC)

ESSENTIAL QUESTIONS

? What is speed? Speed can be measured by dividing the distance an object moves by the time it takes to move. This calculation, speed = distance/time (s = d/t), determines the rate at which an object is moving expressed as a ratio of distance per time (e.g., cm/s, m/s km/s, km/h and mp/h.) .

? What is velocity? Velocity is the measure of how fast an object is moving in a ‘certain direction’ (speed with a vector.) The most commonly used vectors (directions) are north, south, east, west, left, right, up, and down. [Think: velocity = speed with a vector.]

? How are speed and velocity different? Speed does not include an object’s direction. Velocity always includes the direction an object is moving.

? What causes acceleration? Acceleration measures the change in speed or direction an object is moving. The more force applied, the faster an object will move. Adding force to one side of an object at rest will start the object in motion changing its velocity. Likewise adding more force to an object already in motion will speed up the object as long as the force is applied in the direction the object has been moving.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student uses scientific tools to measure the speed, distance, and direction of an object. 1. Student identifies ‘motion’ as a change in an object’s

position, speed, and direction relative to the other objects around it.

2. Student describes ‘speed’ as the measure of how fast an object is moving determined by two factors ‘distance’ and ‘time.’

3. Student describes velocity as the measure of how fast an object is moving in a certain direction.

4. Student plans and conducts an experiment comparing the velocity and acceleration of different objects.

Chapter 13 Lesson 1 Chapter 16 Directed Inquiry Chapter 16 Directed Inquiry

408-409 505D 508


Lab Zone Science 505D, 508 Leveled Readers 401A Every Student Learns 408

32





(continued)

Quick Study Ancillary 102, 103, 105 Take It to the Net 401 Quick Activity Transparencies 406 FCAT Benchmark Mini-Lesson Ancillary 51

33


GRADE 5: STANDARD 1. The student understands that types of motion may be described, measured, and predicted.

REPORT CARD S4. Understands that motion may be described, measured, and predicted.

BENCHMARK SC.C.1.2.2 The student knows that waves travel at different speeds through different materials. (CS: MC)

ESSENTIAL QUESTIONS ? Why does sound need matter? Sound is produced when matter vibrates, so sound needs a medium, some form of matter, to travel through.

This is because sound is a form of mechanical wave energy started by a disturbance causing a vibration that sets the particles of matter around it in motion in all directions. For the sound energy to continue to move outward (propagate), it needs to compress other particles of matter. Without matter to compress, there can be no more wave and no more sound.

? Why does sound change speed and pitch when it passes from one form of matter to another? All matter is made of particles, but not all the particles are the same distance apart. The particles in solids are closer together than liquids, and gases are spread far apart. Changing from one form of matter to another, a sound wave will have either more or less particles to compress which makes the wave change speed and the sound change pitch or frequency (wavelengths per second.)




Lessons Pages Assessments SF Science SF Reading This benchmark should be covered with SC.B.1.2.2 in the Energy Strand. GLE 1 - The student knows that waves travel at different speeds in different materials. 1. Student knows sound waves need a ‘medium’ (matter)

to travel. 2. Student knows that sound waves travel at different

speeds through solids, liquids, and gases. 3. Student recognizes that when sound changes speed, it

also changes pitch. 4. Student recognizes that when a sound’s pitch changes

so does its number of ‘wavelengths per second’ or frequency.


441 456-457 470-471


Activity Flip Chart 441E Leveled Readers 441A Quick Study Ancillary 112, 113 Take It to the Net 441

34





(continued) 5. Student investigates the change in pitch associated

with a change in speed of sound traveling through different medium (matter.)


35


GRADE 5: STANDARD 2. The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted.

REPORT CARD S5. Understands the interaction of force and motion.

BENCHMARK SC.C.2.2.1 The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS: MC)

ESSENTIAL QUESTIONS

? What is a magnet and how does it work? A magnet is any material that attracts iron. All magnets have certain properties in common. They have two oppositely charged poles, positive and negative (also called north and south), where their magnetic force is the strongest. The opposite poles of two magnets will attract (pull together) each other. The like poles will repel (push apart) each other.

? What is magnetic force? Magnetic force is the attractive (pulling) or repulsive (pushing) force between the poles of two magnets. ? What is a magnetic field? A magnetic field is the region around a magnet that is affected by magnetic forces. The magnetic field is strongest at

the poles of the magnet. ? What is gravity? Gravity is the force of attraction (pulling force) between objects that have mass. The strength of gravity between objects

depends on two things: the mass of the objects and the distance between them.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands that magnetism is the attractive and repulsive force between poles of two magnets. 1. Student knows that being magnetic means having the

property to attract iron and other metals (iron alloys) with a surrounding magnetic field of force.

2. Student experiments to determine which objects are affected by a magnetic field.

Chapter 13 Lesson 2 Chapter 13 Review & Test Prep Chapter 14 Lesson 1 Chapter 14 Lesson 1

412-413 436-437 447 451


Leveled Readers 401A Every Student Learns 417 Quick Study Ancillary 104, 105 Take It to the Net 401

36





GLE 2 - The student understands that gravity is the force of attraction between all objects that have mass. 1. Student knows that gravity is the force that pulls

objects towards the Earth. 2. Student knows the strength of gravity between two

objects depends on the mass of the objects and the distance between them.


344 410-415 436-437



37




BENCHMARK SC.C.2.2.1 (continued) The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS: MC)

ESSENTIAL QUESTIONS

? What is a lever? A lever is a long rigid bar that rests on and pivots around a support called a fulcrum. Applying a force called the ‘effort’ to one place on the lever causes a‘ resulting force’ to a ‘load’ at another place on the lever to move. Levers are classified by the location of their fulcrum in relation to the effort force and resulting force.

? How does an inclined plane make work easier? It takes less force to move an object up an inclined plane (ramp) than it does to lift the object straight up. The tradeoff is that the object must be moved a greater distance, the entire length of the ramp, to achieve the same height.

? What is a pulley? A pulley is a wheel with a rope wrapped around it. When the rope is pulled, the wheel rotates around an axle as the rope rides in a groove in the wheel. There are two types of pulleys: fixed and movable. In a fixed pulley system, the load moves. In a movable pulley system, the pulley moves with the load.

? What is a wheel and axle? A wheel and axle is made of a wheel (disk or rod) with a rod (axle) attached to its center. The wheel is fixed to the axle, so any force that is applied to the wheel transfers to the axle and vise versa. The difference in size between the wheel and its axle magnifies the force transferred to the axle.




Lessons Pages Assessments SF Science SF Reading GLE 3 - The student understands the relationship between force and distance as it relates to simple machines. 1. Student knows there are six simple machines: inclined

plane, wedge, screw, lever, pulley, and wheel and axle.

2. Student knows that simple machines transfer force by changing the direction and/or strength of the force.

3. Student knows ‘work’ is done when a force moves a mass (object) through a distance.


426-431 437

Examview 401C, 401H, 436 FCAT Science Test Prep Ancillary 86, 87, 89, 107


38





(continued) 4. Student knows a simple machine transfers force in two

ways: by changing the direction the force is applied to a mass or by changing the strength of the force applied to a mass.



39




BENCHMARK SC.C.2.2.2 The student knows that an object may move in a straight line at a constant speed, speed up, slow down, or change directions depending on the net force acting on the object. (Assessed as SC.C.2.2.4.)

ESSENTIAL QUESTIONS

? What is net force? Net force is the sum and/or difference of all the forces acting on an object. If the net force is zero, the object is at rest. ? What causes motion? Motion is caused when unbalanced forces are applied to an object. Forces act in pairs opposite in direction to each

other. If a pair of forces are balanced (equal in strength), the object is ‘at rest’ (not moving.) However, when one force becomes stronger than the other (unbalancing the pair of forces), the object begins to move in the direction the stronger force is being applied.

? What causes acceleration? Acceleration measures the change in speed or direction an object is moving. The more force applied, the faster an object will move. Adding force to one side of an object at rest will start the object in motion changing its velocity. Likewise adding more force to an object already in motion will speed up the object as long as the force is added in the direction the object was moving.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands how inertia, gravity, friction, mass, and force affect motion. 1. Student identifies ‘motion’ as a change in position,

speed or direction of an object caused by unbalanced forces acting on the object.

2. Student identifies ‘rest’ as being caused by balanced forces acting on an object.

Chapter 13 Directed Inquiry Chapter 13 Directed Inquiry Chapter 13 Lesson 2 Chapter 13 Lesson 3

401D 404 414-417 420-425

Examview 401C, 401H, 436 FCAT Science Test Prep Ancillary 85, 89, 90, 103 Assessment Book Chapter 13 Test, 77-80; Unit C Test, 89-92

Activity Flip Chart 401E Lab Zone Science 401D, 404 Leveled Readers 401A Every Student Learns 417

5.4 The Jr. Iditarod Race, 382a-401l

40





(continued) Chapter 13 Review & Test Prep

437

Quick Study Ancillary 104 Take It to the Net 401, 404 Quick Activity Transparencies 418

GLE 2 - The student knows that motion in space is different from motion on Earth due to changes in gravitational force and friction. 1. Student recognizes there is no friction or gravity in

outer space to slow down or stop moving objects.

Unit A NASA Chapter 13 Lesson 2

86-87 414-417


Leveled Readers 401A Every Student Learns 417 Quick Study Ancillary 104 Take It to the Net 401 Workbook 134

41




BENCHMARK SC.C.2.2.3 The student knows that the more massive an object is, the less effect a force has. (CS: MC)

ESSENTIAL QUESTIONS

? Who was Isaac Newton? Sir Isaac Newton was the English physicist and mathematician who described the laws of motion and law of universal gravity. One of the greatest scientists of all time, he once said, “If I have seen further, it is by standing on the shoulders of giants.” meaning it was the discoveries of scientists before him that allowed him to make his own discoveries. Newton also developed the mathematics of calculus.

? What is Newton’s second law of motion? The second law of motion states ‘the smaller the mass, the greater the acceleration when a certain force is applied’ and ‘the greater a force applied to an object, the greater its acceleration.’ The force of an object equals the mass of the object times its acceleration (F=ma).

? What does Newton’s third law remind us about forces? The third law states when one object exerts a force on second object, the second object exerts a force back on the first object that is equal in size but opposite in direction. In other words, forces act in pairs. So always look for both forces.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows the relationship between the strength of a force and its effect on an object (or mass.) 1. Student knows that a larger force applied to the same

size mass causes more acceleration than a smaller force applied to the same mass.

2. Student knows that applying additional force to an object will cause the object to speed up, slow down or change direction.

3. Student knows a force has more effect on an object with less mass than it has on an object with more mass.


410-417 422-425 437


Activity Flip Chart 401E Leveled Readers 401A Every Student Learns 417 Quick Study Ancillary 104, 106, 107

42





(continued) 4. Student knows that if two objects are moving at the

same speed, the object with more mass has more force.

5. Student knows forces always occur in pairs, equal in size, opposite in direction to each other.


43




BENCHMARK SC.C.2.2.4 The student knows that the motion of an object is determined by the overall effect of all the forces acting on the object. (AA: MC, SR) [Also assessed as SC.C.2.2.2.]

ESSENTIAL QUESTIONS

? What is friction? Friction is a force that opposes motion between the surfaces of two objects that are touching each other. Friction can prevent motion from starting or resist motion in progress. The amount of friction between two surfaces depends on two things: what the surfaces are made of and how hard they are pressing against each other.

? What is inertia? Inertia is the tendency to resist a change in motion. All objects have inertia. The greater an object’s mass, the greater its inertia and the larger the force needed to overcome that inertia. It takes a lot of force to move a massive object and a lot of force to stop it. Inertia is explained in Newton’s first law of motion also called the Law of Inertia.

? What is an orbit? An orbit is the path a moon or planet follows as it moves around the sun. The size of an object’s orbit is related to the mass of the object and its speed.




Lessons Pages Assessments SF Science SF Reading G.L.E. 1 - The student understands how friction affects an object in motion. 1. Student understands that friction is a force that resists

motion when two surfaces are rubbing against each other.

Chapter 13 Lesson 2

414-417 Examview 401C, 401H, 436 Assessment Book Chapter 13 Test, 77-80; Unit C Test, 89-92

Leveled Readers 401A Every Student Learns 417 Quick Study Ancillary 104 Take It to the Net 401 Workbook 131, 132

44





G.L.E. 2 - The student knows that objects do not change their motion unless acted upon by an outside force. 1. Student knows that inertia is a property of matter

(objects), due to its mass, that causes the object to resist any change in its motion unless acted upon by an outside force.

2. Student knows that gravitation is the force of attraction between two masses (objects.)

3. Student understands the forces of inertia and gravity interact to make an orbit.

Chapter 13 Lesson 2 Chapter 13 Lesson 3

410-417 420-425


Activity Flip Chart 401E Leveled Readers 401A Every Student Learns 425 Quick Study Ancillary 104, 106, 107 Take It to the Net 401 Quick Activity Transparencies 410 FCAT Benchmark Mini-Lesson Ancillary 52, 53

5.4 The Jr. Iditarod Race, 382a-401l

45

STRAND D: PROCESSES THAT SHAPE THE EARTH

GRADE 5: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth. REPORT CARD S6. Recognizes that processes interact to shape the Earth.

BENCHMARK SC.D.1.2.1 The student knows that larger rocks can be broken down into smaller rocks, which in turn can be broken down to combine with organic materials to form soil. (Assessed as SC.D.1.2.4.) [Link instruction to SC.D.1.2.2, SC.D.1.2.4, SC.D.1.2.5.]

ESSENTIAL QUESTIONS ? What is weathering? Weathering is a process by which water, wind, and hot and cold temperatures break down rock into smaller

rocks and minerals. ? What is erosion? Erosion transports (moves) weathered rocks and soil from one place to another by moving water, ice (glaciers),

and wind. Rainfall erodes sediments transporting them into oceans, rivers, lakes, and streams. Glaciers (moving ice) and the wind also erode earth materials.

? What is deposition? Deposition is when moving water, ice, wind, or gravity drops a load of earth materials in a new place. ? How is weathering and erosion different? Weathering just breaks down the rocks, erosion moves them to a new place. ? How are weathering and erosion alike? Weathering and erosion both involve the wind, weather and water cycle but in different

ways. Scott Foresman Science




GLE 1 - The student knows that rocks are constantly being formed and worn away. 1. Student understands how weathering breaks down

rocks into minerals and soil. 2. Student understands how erosion transports minerals,

rocks, soil and other sediments to new locations. 3. Student knows that deposition is when moving water,

ice, wind or gravity drops a load of earth materials in a new place.


288-289 295


Leveled Readers 257A Quick Study Ancillary 76, 77 Take It to the Net 257 FCAT Benchmark Mini-Lesson Ancillary 35

46



BENCHMARK SC.D.1.2.2 The student knows that 75 percent of the surface of the Earth is covered with water. (Assessed as SC.D.1.2.4.) [Teach along with SC.D.1.2.3.]

ESSENTIAL QUESTIONS

? Where is most of the Earth’s water found? Most of the water on Earth, about 97%, is salt water found in the oceans and seas. The remaining

3% is fresh water of which 2% is ice or snow found at the poles. This means only about 1% of the Earth’s fresh water is drinkable, and most of it is dirty (polluted.)

? What is the water cycle? The water or “hydrologic” cycle is the path water takes as it circulates from the surface into the atmosphere and back throughout the environment as a result of the processes of evaporation, condensation, and precipitation.

? What causes the water cycle? Solar energy, sunlight, and heat cause water particles on the Earth’s surface, water, and plants to evaporate more quickly.

? What is evaporation? Evaporation is the process in the water cycle in which liquid water changes into invisible water vapor (water in the form of a gas.) Heat from sunlight makes evaporation happen.

? What is condensation? Condensation is the process in the water cycle in which water vapor changes back into liquid water droplets. Condensation occurs in the atmosphere when water vapor cools. Clouds are evidence of condensation. Clouds are formed when water vapor cools and condenses into tiny water droplets.

? What is precipitation? Precipitation is falling water from clouds in the form of rain, snow or ice. Precipitation forms when water droplets in clouds become too heavy to stay in the atmosphere. The air temperature determines the type of precipitation - rain, snow, or ice.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that 75 percent of the surface of the Earth is covered by water. Student knows most of the Earth is covered with water. 1. Student understands water moves through the

environment in the water cycle by a physical change of state.

Chapter 7 Chapter 7 Lesson 1 Chapter 7 Lesson 3

193 198-201 208-211

Examview 193C, 193H, 220 FCAT Science Test Prep Ancillary 43, 44, 45, 67, 137


47





(continued) 2. Student discusses reasons why the water cycle is

important. 3. Student models evaporation, condensation, and

precipitation in the water cycle.

Chapter 7 Review & Test Prep

220-221 Assessment Book Chapter 7 Test, 39-42; Unit B Test, 55-58

Every Student Learns 201, 209 Quick Study Ancillary 48, 49, 52, 53 Take It to the Net 193 Quick Activity Transparencies 198, 208 FCAT Benchmark Mini-Lesson Ancillary 24, 26

48


GRADE 5: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.

REPORT CARD S6. Recognizes that processes interact to shape the Earth.

BENCHMARK SC.D.1.2.3 The student knows that the water cycle is influenced by the temperature, pressure, and topography of the land. (CS: MC)

ESSENTIAL QUESTIONS

? What is the atmosphere? The atmosphere is the mixture of gases that surrounds the Earth and extends from the Earth’s surface into space. The atmosphere is not uniform and changes with altitude. Scientists use temperature and air pressure to describe the five layers in the atmosphere: troposphere, stratosphere, mesosphere, thermosphere, and exosphere. The atmospheric layer that contains most of the water vapor and clouds is the troposphere. Most of the Earth’s weather occurs in the troposphere.

? Why is the stratosphere an important layer? The stratosphere contains the ozone layer which protects life on Earth by absorbing most of the sun’s harmful radiation.

? What weather conditions influence the water cycle the most? Temperature and air pressure changes influence the water cycle the most. Warm air holds more water vapor and produces less air pressure, and cool dry air holds less water vapor and produces more air pressure. The leading edge of an air mass is called a front. When air masses meet the weather changes. The air temperature determines what type of precipitation will fall, and wind direction and speed determines how fast a front will move through an area. Changes in temperature and air pressure keep water recycling in the atmosphere.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows how atmospheric conditions affect the water cycle. 1. Student describes the atmosphere as layers of gases

that surround the Earth. 2. Student investigates the variables that affect the

speed of evaporation. 3. Student describes the evaporation and condensation

processes as a type of physical change. 4. Student predicts the type of precipitation that will fall

from different clouds.

Chapter 7 Chapter 7 Lesson 3 Chapter 7 Lesson 4 Chapter 7 Review & Test Prep

193 208-211 212-215 220-221

Examview 193C, 193H, 220 FCAT Science Test Prep Ancillary 43, 45, 47, 48, 49, 50, 51, 53, 67, 68 Assessment Book Chapter 7 Test, 39-42; Unit B Test, 55-58

Activity Flip Chart 193E Leveled Readers 193A Every Student Learns 209, 215 Quick Study Ancillary 52, 53, 54, 55 Take It to the Net 193

49






50



BENCHMARK SC.D.1.2.4 The student knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features. (AA: MC, SR, ER. [Link instruction to SC.D.1.2.1, D.1.2.2, and SC.D.1.2.5.]

ESSENTIAL QUESTIONS

? What causes ocean waves? As the wind blows over the ocean’s surface, tiny air particles rub against the water’s surface. Because the water moves slower than the air, the water piles up forming a ripple, or wave, in the direction the wind is blowing. The stronger the wind, the larger and more powerful the waves.

? How are ocean surface waves different from subsurface currents and tides? Subsurface or deep water currents are caused by changes in density, either because of changes in the temperature of the water or changes in salinity (saltiness). The tides on the other hand are caused by the gravitational pull of the moon on the Earth and the Earth’s ocean waters.

? Why do ocean waves cause erosion? Constant changes in the motion, size of waves, and the amount of water (tides) continually break down the sand, sediments and rocks along the shore, wearing away the coastline by erosion and deposition. Erosion is much more severe during large storms or hurricanes when more water and stronger waves are formed.

? How can man protect the shoreline? Jetties and other structures can be built to catch sand and build up beaches to protect the shoreline. Artificial reefs can break up waves offshore and create new habitats for sea life. Seawalls can be constructed to hold existing beaches in place. Native plants can be planted to hold the sand and soil in place, and dunes can be protected with raised walkways.

? What is a tsunami? A tsunami is a very large and dangerous ocean wave triggered by undersea earthquakes, landslides or volcanic eruptions.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows ocean waves constantly change and produce new land features along the shore. 1. Student knows that wind produces the waves on the

surface of the oceans. 2. Student contrasts waves, currents, and tides. 3. Student understands ocean wave erosion changes the

shore’s land features. 4. Student identifies ways humans protect the shoreline

from erosion.

Chapter 9 Lesson 4

278-279 Examview 257C, 257H, 294 FCAT Science Test Prep Ancillary 57, 59, 69, 144


5.2 The Fury of a Hurricane, Flying into a Hurricane, 156a-177l

51





(continued) 5. Student knows a tsunami is caused by undersea

earthquakes, landslides or volcanoes.

Assessment Book Chapter 9 Test, 47-50; Unit B Test, 55-58

Take It to the Net 257 FCAT Benchmark Mini-Lesson Ancillary 36

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GRADE 5: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.


BENCHMARK SC.D.1.2.5. The student knows that some changes in the Earth’s surface are due to slow processes, and some changes are due to rapid changes. (Assessed as SC.D.1.2.4.) [Link instruction to SC.D.1.2.1, SC.D.1.2.2, SC.D.1.2..4]

ESSENTIAL QUESTIONS

? What are the layers of the Earth? The Earth is made up of three layers: the inner and outer core, mantle, and crust. The inner core (center) is

mostly iron and nickel and is the hottest layer. The outer core is hot liquid metal. The mantle is partly melted rock and flows like a thick liquid. The crust is made of rock and soil and forms the land and ocean floor.

? What are Earth’s plates? The Earth’s crust and upper mantle are broken into continent-sized slabs called plates. Plates move slowly on a thin layer of melted mantle.

? What causes earthquakes? Movement occurs along faults or large cracks between the crust’s plates. When too much pressure builds up, the plates suddenly slide past each other releasing the energy in an earthquake or violent shaking of the Earth’s crust.

? How do volcanoes form? Volcanoes and volcanic mountains form when magma (molten rock) is forced up by heat and pressure erupting onto the surface through vents in the Earth’s crust. The magma becomes lava that piles up into layers and hardens into rock. Different eruptions cause different types of volcanic mountains to form.

? Where are earthquakes and volcanoes most common? Volcanoes and earthquakes commonly occur along the plate boundaries or faults separating the Earth’s crust. This area is fondly referred to as “the ring of fire” by geologists and volcanologists.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands the surface of the Earth is reshaped by cataclysmic events like earthquakes and volcanoes. 1. Student identifies and describes the layers of the Earth

and explains how the crust and upper mantle move. 2. Student recognizes that mountains form when uplifting

forces fold, crack or bend the plates that make up the Earth’s crust.

3. Student knows what causes earthquakes and how they are measured.

4. Student knows what causes volcanoes and volcanic mountains.


257 266-271 294-295


Leveled Readers 257A Every Student Learns 267 Quick Study Ancillary 68, 69 Take It to the Net 257

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Lessons Pages Assessments SF Science SF Reading (continued) 5. Student knows the area where volcanoes and

earthquakes mostly occur.

Quick Activity Transparencies 266 FCAT Benchmark Mini-Lesson Ancillary 34

54


GRADE 5: STANDARD 2. The student understands the need for protection of the natural systems on Earth.


BENCHMARK SC.D.2.2.1 The student knows that reusing, recycling, and reducing the use of natural resources improves and protects the quality of life. (Assessed as SC.G.2.2.3.)

ESSENTIAL QUESTIONS

? What is a resource? A resource is any material that can be used to satisfy a need. Natural resources can be divided into two groups: energy

resources (e.g., sunlight, wind, moving water, fossil fuels) and material resources (e.g., minerals, plants, animals, rocks, soil.) ? What is conservation and why is it important to ecosystems? Conservation is the wise use and protection of a natural resource.

Conservation is important to an ecosystem because it improves the quality of life for all living things. ? What are the three R’s of conservation? The three R’s are reduce, reuse, and recycle. Reduce means limiting the consumption of a resource

by cutting back on its use. Reuse means not throwing away materials that could be used over again such as bags or shoe boxes. Recycling means recovering a waste resource and using the recovered material to make a new product such as paper, cardboard, glass, aluminum, or plastic. All three of these practices save resources, materials, and energy.

? How does recycling help landfills? Finding a place suitable for a landfill is not easy. Some places are too close to drinking water resources that might be contaminated by harmful liquids getting into ground water. Other places are too populated, and people don’t want to live near the landfill. When a location is found, recycling saves space for more non-reusable wastes and extends the usefulness of the landfill. Recycling programs also raise money that can be used to pay for landfill management.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student extends and refines knowledge of ways people can reuse, recycle, and reduce the use of resources to improve and protect their quality of life. 1. Student knows a resource is any material that can be

used to satisfy a need. 2. Student understands that conservation means to

control the use or maintenance of a natural resource through preserving or protecting it.

3. Student understands reducing, reusing and recycling are ways to conserve resources.


297 318-321 326-327

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5.2 Everglades, Florida Everglades, 196a-215l 5.2 Action Against Pollution, 196-197

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(continued) 4. Student knows that conserving resources improves the

quality of life in an ecosystem.


Take It to the Net 297 Quick Activity Transparencies 318 FCAT Benchmark Mini-Lesson Ancillary 25, 41, 42

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STRAND E: EARTH AND SPACE

GRADE 5: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life on Earth.

REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.

BENCHMARK SC.E.1.2.1 The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun causes changes in season, length of day, and energy available. (AA: MC, SR)

ESSENTIAL QUESTIONS

? What is an elliptical orbit? An elliptical orbit is the path a planet makes as it orbits the sun. An elliptical orbit is not a circle, but is instead an oval-shaped path. This slight change in the shape of the Earth’s orbit moves the Earth’s Northern Hemisphere closer to the sun in January (147 million km from the sun) and further away from the sun in July (152 million km.) However, summer does not occur in January, so Earth’s elliptical orbit does not affect the seasons. Instead the seasons are caused by the tilt of the Earth on its axis and the different angles at which sunlight strikes the Earth’s surface as it orbits the sun. The slight difference in the distance (5 million km) caused by the Earth’s elliptical orbit around the sun is insignificant.

? What causes the seasons? The seasons are caused by the tilt of the Earth. Because Earth is tilted 23.5 degrees on its axis, the angle at which sunlight strikes the Earth changes during different months of the year. On June 21, the summer solstice, the Earth’s Northern Hemisphere is tilted toward the sun, and sunlight strikes at smaller angles causing more daylight hours than night and warm temperatures. By September 22, the autumn equinox, Earth reaches a position in its orbit where its tilt is neither toward or away from the sun, day and night hours are equal all over the Earth, and temperatures cool. On December 21, the winter solstice, the Northern Hemisphere is tilted away from the sun and sunlight strikes at larger angles, causing less daylight and more night hours and colder temperatures. By March 21, the vernal equinox, Earth’s position and tilt is neither toward or away from the sun again, day and night is equal all over the world, temperatures are warming once more, and it is spring in the Northern Hemisphere. The seasons in the Southern Hemisphere are the opposite: our summer is their winter season, and our winter is their summer season because of the Earth’s tilt.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that the tilt of the Earth causes the change in seasons, length of daylight hours, and amount of available energy. 1. Student knows that the orbit of the Earth is slightly

elliptical, and so the Earth is closest to the sun in January and furthest away in July.


542-545 546-547

Examview 537C, 537H, 566


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(continued) 2. Student knows that the Earth’s Northern

Hemisphere tilts toward the sun in the summer and away from the sun in winter.

3. Student understands that the tilt of the Earth causes the seasons (not the elliptical orbit.)

4. Student knows that the angle that sunlight strikes the Earth’s surface (as a result of the tilt) determines the length of daylight hours and amount of available energy an area will receive.

FCAT Science Test Prep Ancillary 116, 117, 119, 127, 128, 131, 145 Assessment Book Chapter 17 Test, 107-110; Unit D Test, 115-118

Every Student Learns 545 Quick Study Ancillary 130, 131 Take It to the Net 537 Quick Activity Transparencies 542 FCAT Benchmark Mini-Lesson Ancillary 65

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BENCHMARK SC.E.1.2.2 The student knows that the combination of Earth’s movement and the moon’s own orbit around the Earth results in the appearance of cyclical phases of the moon. (CS: MC)

ESSENTIAL QUESTIONS

? What are the moon’s phases called and how do they appear from Earth? The phases are: new moon (the dark half of the moon you don’t

see), waxing crescent (sliver or crescent lit right), first quarter (right half lit), waxing gibbous (almost fully lit right, except left edge), full moon (fully lit), waning gibbous (almost fully lit left, except right edge), last quarter (left half lit), and waning crescent (sliver or crescent lit left.)

? How are a lunar eclipse and solar eclipse different? An eclipse occurs when one object in space casts a shadow on another. If the moon casts a shadow on Earth, it is called a solar eclipse. A solar eclipse can only occur during the new moon phase. If the Earth casts a shadow on the moon, it is called a lunar eclipse. A lunar eclipse can only occur when the moon is full.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows the relative positions of the moon, Earth, and sun during each phase of the moon from Earth. 1. Student understands the motions of the Earth-moon

system. 2. Student understands what causes lunar and solar

eclipses. 3. Student compares and contrasts Earth and moon

surface features.

Chapter 17 Directed Inquiry Chapter 17 Chapter 17 Lesson 4 Chapter 17 Guided Inquiry Chapter 17 Review & Test Prep

537D 537 558-561 562-563 566-567

Examview 537C, 537H, 566 FCAT Science Test Prep Ancillary 115, 116, 128, 129, 145 Assessment Book Chapter 17 Test, 107-110; Unit D Test, 115-118

Lab Zone Science 537D, 562 Leveled Readers 537A Quick Study Ancillary 136, 137 Take It to the Net 537, 562 Workbook 167, 173

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BENCHMARK SC.E.1.2.3 The student knows that the sun is a star and that its energy can be captured or concentrated to generate heat and light for work on Earth. (CS: MC) [Teach along with SC.E.1.2.4.]

ESSENTIAL QUESTIONS

? What is the sun? The sun is a star, a very hot ball of glowing hydrogen gas. Its surface temperature is 10,000 oF, and increases to 27,000,000 oF in its core. It looks different than other stars because it is so close to the Earth. The sun is only 150,000,000 km away or 93,000,000 miles; the next nearest star, Proxima Centauri, is 40,000,000,000 km away.

? What object is at the center of our solar system? The sun is at the center of the solar system. It is also the largest object in the solar system (330,000 times the mass of Earth or 1.8 octillion tons), and its gravity holds all the other objects in the solar system in orbit. The sun provides almost all the energy for life on Earth. The word “solar system” means sun-system.

? What types of energy does the Earth get from the sun? The sun provides the Earth with both light (radiant energy) and heat (thermal energy). Light waves can travel through the vacuum (emptiness) of space to all the planets. When sunlight enters the Earth’s atmosphere, it begins to increase the motion of all the particles of matter, solids, liquids, and gases it comes into contact with making them warmer. The more light absorbed by an object, the hotter its temperature.

? What processes depend on the sun’s light and heat energy? The water cycle, winds, weather, photosynthesis, food chains, food webs, and energy pyramids are all processes you will study that depend on light energy from the sun.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows how the sun’s energy affects life on Earth. 1. Student knows the sun is a star. 2. Student knows the sun is the source of almost all the

energy on Earth. 3. Student knows sun’s energy is the source of the wind

and weather. 4. Student understands that without the sun many

processes on Earth would not work.


297 306-307 326-327

Examview 297C, 297H, 326 FCAT Science Test Prep Ancillary 109


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(continued) 5. Student knows the sun is composed of very hot gases. 6. Student understands the sun’s structure and some

solar features.


Take It to the Net 297 Quick Activity Transparencies 306

61




BENCHMARK SC.E.1.2.4 The student knows that the planets differ in size, characteristics, and composition, and that they orbit the sun in our solar system. (CS: MC. Also assesses SC.E.1.2.5.) [Link instruction with SC.E.1.2.5.]

ESSENTIAL QUESTIONS

? How does the Earth compare in size to the other planets in our solar system? The equatorial diameter of the Earth is 12,756 km making it the 5th largest planet of nine in our solar system. It is larger than Mercury, Venus, Mars, and Pluto making it the largest of the rocky (solid) planets. Jupiter, the largest planet in the solar system, is 1,300 times bigger than Earth. Saturn, second largest, is 95 times bigger. Uranus is 4 times the size of Earth, and Neptune is 17 times bigger.

? Which planet is furthest from the sun? Normally Pluto is the furthest planet from the sun at about 3.65 billion miles away. However, it does not have the same planetary spacing the way the other planets do. Athough its orbit is mostly outside of its closest neighbor Neptune, at times it crosses over Neptune’s orbit. For example, Pluto was closer to the sun than Neptune from 1979 to 1999. With a revolution of 248 Earth years, Pluto will slip inside Neptune’s orbit again around the year 2199, but until then Pluto will be the furthest planet from the sun (at least until scientists locate planet X.)

? What planetary characteristic determines the weight of an object? The force of gravity determines the weight of an object. Weight is the measure of the force of gravity between objects. The strength of gravity between objects depends on two things: the mass of the objects and the distance between them. The more massive a planet, the stronger its force of gravity and the heavier an object becomes as it gets closer to the planet.

? Why do the planets orbit the sun? The sun, which accounts for 99.8% of all the total mass in the solar system, is 332,946 times more massive than the Earth. Even though the sun is a ball of gas made mostly of hydrogen and helium, its overall mass and density creates the gravity that holds the planets in orbit forming our solar system.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that the planets differ in size, composition and characteristics, and that they orbit the sun in our solar system. 1. Student researches, compares and contrasts

characteristics about the planets and presents their information to the class.

Chapter 17 Chapter 17 Lesson 2

537 548-551



62





(continued) 2. Student determines the size of the planets and their

distance from the sun relative to the Earth and produces a scale model of the solar system.

3. Student determines their weight on the moon and other planets.

4. Student will calculate the gravity on other planets relative to the Earth.

Chapter 17 Review & Test Prep

566-567

FCAT Science Test Prep Ancillary 115, 116, 118, 119, 131, 146 Assessment Book Chapter 17 Test, 107-110; Unit D Test, 115-118

Every Student Learns 549 Quick Study Ancillary 132, 133 Take It to the Net 537 Quick Activity Transparencies 548 FCAT Benchmark Mini-Lesson Ancillary 66

63




BENCHMARK SC.E.1.2.5 The student understands the arrangement of planets in our solar system. (Assessed as SC.E.1.2.4.)

ESSENTIAL QUESTIONS

? What is a solar system? The term solar (sun) system (set of objects) refers to our sun, its planets, and all the other objects in orbit around the sun and planets and the region in space where these objects (bodies) move.

? How can you remember the order of the planets from the sun? By using this or other mnemonic devices it is easier to remember the order of the planets: My (Mercury) very (Venus) energetic (Earth) mother (Mars) just (Jupiter) served (Saturn) us (Uranus) nine (Neptune) pizzas (Pluto.)

? What is the largest object in the solar system? The sun, a star in the center of our solar system, makes up 99.8% of the mass of our solar system.

? What holds the solar system together? The sun is both the largest object in our solar system and the most massive. According to Newton’s Law of Universal Gravity, the greater the mass the stronger the gravity between objects. Since the other objects in the solar system have a much smaller mass than the sun, the sun’s gravity holds the planets, moons, asteroids, and comets in orbit.

? What motions do the sun, planets and moons have in common? There are three types of movement in our solar system 1) All objects in the solar system rotate or “spin” on their own axis. 2) The planets, asteroids, and comets also revolve around the sun in orbits. 3) Moons also revolve around their planets as they orbit the sun.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows the arrangement of the planets and the asteroid belt in our solar system. 1. Student models the planet’s distances from the sun. 2. Student knows the order of the planets starting with the

closest to the sun to the furthest from the sun. 3. Student understands that different orbits vary in

distance and the time it takes to make one revolution.


554-555 566

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Leveled Readers 537A Quick Study Ancillary 134, 135 Take It to the Net 537

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(continued) Assessment Book Chapter 17 Test, 107-110; Unit D Test, 115-118


65


GRADE 5: STANDARD 2. The student recognizes the vastness of the universe and Earth’s place in it.

REPORT CARD S7. Understands the interaction and organization in the universe, solar system, and life on Earth.

BENCHMARK SC.E.2.2.1 The student knows that, in addition to the sun, there are many other stars that are far away. (CS: MC)

ESSENTIAL QUESTIONS

? Why are some stars brighter than others? When it comes to stars, what you see is not always what you get. Some stars look brighter than others because they are closer to Earth. Some stars are brighter than others but don’t look like it because they are so very far away. Astronomers understand the difference distance can make, and so they have two ways of looking at a star’s brightness. Absolute magnitude describes how bright a star really is, and apparent magnitude describes how bright the star appears from Earth.

? How does the sun compare to other stars in the universe? According to Hurzsprung and Russell, two 20th Century astronomers, our sun is an average, yellowish-white star. They determined this after comparing thousands of stars by these characteristics: color, size, magnitude (brightness), and temperature. About 95% of the stars they plotted filled in a band that ran from the top left of their graph (hottest) to the bottom right (coolest) which they called the main sequence stars. Our sun is right in the middle of the band meaning it is average in size, brightness, and temperature.

? What will happen to our sun? All stars go through a series of changes over billions of years before they stop shining. After our sun runs out of hydrogen, it will enter the red giant stage consuming Mercury and Venus for fuel. Earth will remain, but will become much too hot for life to exist. Ultimately the sun will cool off into a dim, white dwarf. This won’t begin happening for several more billion years.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student classifies the stars based on their physical properties. 1. Student knows how bright a star looks depends on its

magnitude and distance from Earth. 2. Student knows our sun is an average temperature,

average brightness, yellow star in the main sequence stars.

3. Student knows how a star can change over its lifetime.


505 518-523 534-535

Examview 505C, 505H, 534 FCAT Science Test Prep Ancillary 63, 64, 109, 111, 112, 113, 128, 145 Assessment Book Chapter 16 Test, 103-106; Unit D Test, 115-118





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GLE 2 - The student knows technology has costs, as well as benefits, and can have an enormous effect on people and other living things. 4. Student recognizes that the invention of the telescope

and other technologies have advanced our understanding of the solar system.


514-517 586

Examview 505C, 505H, 534 FCAT Science Test Prep Ancillary 113 Assessment Book Chapter 16 Test, 103-106; Unit D Test, 115-118

Leveled Readers 505 Every Student Learns 513 Quick Study Ancillary 124, 125, 142 Take It to the Net 505 FCAT Benchmark Mini-Lesson Ancillary 62

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STRAND F: PROCESSES OF LIFE

GRADE 5: STANDARD 1. The student describes patterns of structure and function in living things.

REPORT CARD S8. Understands patterns of structure and function in living things.

BENCHMARK SC.F.1.2.1 The student knows that the human body is made of systems with structures and functions that are related. (CS: MC)

ESSENTIAL QUESTIONS

? What is a body system? A body system (organ system) is several body organs that work together to do a specific job. (Scientists study the structure and function of the human body in different organizational levels: cells, tissues, organs, organ systems, and organisms.)

? How are body systems related? Sometimes body systems work together. For example, the skeletal system and the muscular system work together to help the body move; the sense organs work together with the nervous system to help receive and send messages; the respiratory, circulatory, and digestive systems work together to get nutrients and oxygen to every part of the body and remove wastes.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands how body systems interact. 1. Student identifies, describes, and compares the

different structures and functions of the circulatory, respiratory, digestive, and excretory systems, and explains how they interact.

a. Knows the circulatory system moves oxygen and food nutrients to all the cells in the body and removes carbon dioxide and wastes from all cells through the blood.

b. Knows the respiratory system moves oxygen into the blood and removes carbon dioxide and water from the body with every breath.

c. Knows the digestive system breaks down food into nutrients the body’s cells can use.

d. Knows the excretory system removes wastes and toxins from the blood.


57 62-69 70-73 74-79 84-85

Examview 57C, 57H, 84 FCAT Science Test Prep Ancillary 9, 12, 13, 14, 15, 16, 17, 18, 38, 41, 134 Assessment Book Chapter 3 Test, 9-12; Unit A Test, 25-28

Activity Flip Chart 57E Leveled Readers 57A Every Student Learns 65, 71 Quick Study Ancillary 16, 17, 18, 19, 20, 21 Take It to the Net 57

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(continued) Quick Activity Transparencies 62, 70, 74 FCAT Benchmark Mini-Lesson Ancillary 7, 8, 9, 10

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BENCHMARK SC.F.1.2.1 (continued) The student knows that the human body is made of systems with structures and functions that are related. (CS: MC)

ESSENTIAL QUESTIONS

? How do body systems work together? Having body systems that work together is important for living organisms. Cells work together to form tissues, tissues work together to form organs, organs work together to form body systems, and body systems work together to keep you alive.

? What body system controls all the other systems? The nervous system controls all the other body systems, and therefore is the most important system. It detects changes in both the body and the environment and transmits information from one part of the body to another. The central nervous system determines how the entire body will respond to change.




Lessons Pages Assessments SF Science SF Reading GLE 1 (continued) - The student understands how body systems interact. 2. Student identifies, describes, and compares the

structures and functions of the skeletal, muscular, and nervous systems, and explains how they interact.

a. Knows the skeletal system is made of bones that support the body and protect some organs.

b. Knows that bones meet at joints, where they are attached to each other and to muscles.

c. Knows that bones are attached to other bones by ligaments, and muscles are attached to bones by tendons.

d. Knows the muscular system is made of voluntary, smooth, and cardiac muscles with different functions.


57 62-69 70-73 74-79 84-85

Examview 57C, 57H, 84 FCAT Science Test Prep Ancillary 9, 12, 13, 14, 15, 16, 17, 18, 38, 41, 134 Assessment Book Chapter 3 Test, 9-12; Unit A Test, 25-28

Activity Flip Chart 57E Leveled Readers 57A Every Student Learns 65, 71 Quick Study Ancillary 16, 17, 18, 19, 20, 21 Take It to the Net 57

5.3 The Big Ouchie: Avoiding Sports Injuries, 302-305l 5.4 The Brain and Memory, 472-473l

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(continued) e. Knows the peripheral nervous system is made of

sensory organs that send and receive messages to and from the brain.

f. Knows the central nervous system is made up of the brain, spinal cord, nerves and nerve cells that control the body’s responses to stimuli.

Quick Activity Transparencies 62, 70, 74 FCAT Benchmark Mini-Lesson Ancillary 7, 8, 9, 10

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BENCHMARK SC.F.1.2.4 The student knows that similar cells form different kinds of structures. (CS: MC)

ESSENTIAL QUESTIONS

? What is a microscope? A microscope is a magnifying tool that makes very small objects appear larger. Microscopes are used by scientists to see objects or organisms too small to be seen with the eyes. They call these objects or organisms microscopic which means you need to use a microscope to see them.

? What are cells? A cell is the simplest (basic) unit of structure and function of life. Cells carry out the activities that keep living things alive. A cell is itself a living unit capable of making more cells like itself (reproducing.) In fact, new cells can only come from existing cells. Most cells are microscopic. (Robert Hooke, an English scientist, first used the word “cell” to describe a thin piece of cork plant tissue he observed in 1665 with a crude microscope. He reported that the tissue all seemed to be made up of compartments, or cells, surrounded by walls. In fact he made a drawing of what he saw.)

? What is the Cell Theory? The Cell Theory states that “living things are made up of cells or materials made by cells.” Each cell contains the same essential parts, nucleus, cytoplasm, and cell membrane. Together they comprise the basic living stuff of which all life is made. (In 1839, 174 years after Hooke observed the first cork cells, two German scientists Theodor Schwann and Matthias Schleiden published a book pulling together the observations of many scientists to form an explanation of the way living things were built. In his book Schwann reported, “We have seen that all organisms are composed of essentially like parts, namely, of cells.” The results of their work became known as the Cell Theory.)




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student uses magnifying tools to identify similar cells and different kinds of structures. 1. Student uses a microscope to magnify images of plant and animal cells and identify different cell organelles.

Chapter 4 Lesson 3

102-105

Examview 89C, 89H, 118 Assessment Book Chapter 4 Test, 13-16; Unit A Test, 25-28


Leveled Readers 89A



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GLE 2 - The student knows the parts of plant and animal cells. 1. Student identifies and describes different organelles

found in plant and animal cells. 2. Student understands that each cell organelle performs

a different function. 3. Student compares and contrasts plant and animal cell

structures and functions.


40-41 55

FCAT Science Test Prep Ancillary 5, 10, 11 Assessment Book Chapter 2 Test, 5-8; Unit A Test, 25-28


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BENCHMARK SC.F.1.2.4 (continued) The student knows that similar cells form different kinds of structures. (CS: MC)

ESSENTIAL QUESTIONS

? What is an organism? An organism is any living thing. All living things have structures (parts) specially designed to do certain functions (jobs.) Life has many different forms: plants, animals, bacteria, protists, and fungi, but all share one thing in common: they are all made of cells. Some organisms are unicellular, or made of only one cell, like bacteria, protists, some fungi and some plants. Unicellular organisms have organelles (tiny structures) that help them move, get food, reproduce, and respond to their surroundings (carry out life functions.) Other organisms are multicellular, or made of many cells, including most plants, animals, and fungi. A multicellular organism’s cells work together to keep the organism alive and help it reproduce.

? What are tissues? Tissues are groups of cells that work together to do a specific job to keep an organism alive. (All life begins as a single cell. However, multicellular organisms quickly reproduce many other new cells that begin working together. These specialized teams of cells called tissues then form multi-tissue organs which work together in still larger and more complex multi-organ body systems.)




Lessons Pages Assessments SF Science SF Reading GLE 3 - The student understands how similar cells are arranged to form structures such as tissues and organs in plants and animals. 1. Student understands that multi-cellular organisms have

similar cells that work together to form tissues and organs.

2. Student uses a microscope, micro-viewer, or magnified images to observe and compare several different types of tissues.

Chapter 2 Chapter 2 Lesson 2 Chapter 2 Lesson 2 Chapter 4 Lesson 1 Chapter 4 Lesson 2

33 42-43 44-45 94-97 100-101

Examview 33C, 33H, 54, 89C, 89H, 118 FCAT Science Test Prep Ancillary 7, 8, 10, 11, 20 Assessment Book Chapter 2 Test, 5-8; Chapter 4 Test, 13-16; Unit A Test, 25-28

Leveled Readers 33A, 89A Every Student Learns 44, 97, 99, 108 Quick Study Ancillary 12, 13 Take It to the Net 33

5.6 See the Picture! 708-711l

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(continued) Chapter 4 Lesson 3 Chapter 4 Review & Test Prep

102-109 119

Quick Activity Transparencies 38, 42, 94, 98 FCAT Benchmark Mini-Lesson Ancillary 6

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GRADE 5: STANDARD 2. The student understands the process and importance of genetic diversity.


BENCHMARK SC.F.2.2.1 The student knows that many characteristics of an organism are inherited from the parents of the organism, but that other characteristics are learned from an individual’s interactions with the environment. (CS: MC)

ESSENTIAL QUESTIONS

? Where do new cells come from? According to the Cell Theory, new cells can only come from existing cells. Cell division or mitosis is the process in which most asexual (one parent) organisms reproduce. When a cell divides, two new identical cells are formed. Mitosis is also the way multicellular organisms repair damaged cells, replace dying cells, or grow adding more cells to their bodies. Most multicellular organisms reproduce sexually (with two parents.) The sex cells (sperm and egg or pollen and egg) form in a different process called meiosis. After meiosis the new cells have half the number (haploid) of chromosomes found in the other body cells. When the resulting sex cells (gametes) rejoin, they form a new fertilized egg cell (zygote.) The zygote then divides (mitosis) producing many new cells that specialize into tissues and organs. The offspring inherits its genetic characteristic traits from both parents.

? What is reproduction? Reproduction is the process of making more of one’s own kind (multiplying.) Living things reproduce to make more organisms like themselves. When organisms reproduce, many traits, or characteristics, of the parents are passed to the new generation.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that many characteristic traits of an organism are inherited from parent to offspring genetically (from their genes.) 1. Student knows that organisms grow by reproducing

more cells in a process called cell division (mitosis.) 2. Student knows organisms reproduce sexually when

reproductive cells from two parents unite to form one cell with traits from both parents.

3. Student knows reproductive cells have half the genetic material (chromosomes) that are found in all other body cells (and that meiosis is the process that reduces the number of chromosomes.)

4. Student knows any physical characteristic passed from parent to offspring is called an inherited trait.

Chapter 2 Lesson 1 Chapter 4 Chapter 4 Lesson 3 Chapter 4 Review & Test Prep Chapter 6 Lesson 2

40-41 89 102-109 118-119 170-173

Examview 89C, 89H, 118, 161C, 161H, 182 FCAT Science Test Prep Ancillary 3, 22, 23, 31, 33 Assessment Book Chapter 4 Test, 13-16; Chapter 6 Test, 21-24; Unit A Test, 25-28

Activity Flip Chart 161E Leveled Readers 89A, 161A Every Student Learns 108, 172 Quick Study Ancillary 26, 27, 44, 45

5.2 The Diver and the Dolphins, Dolphin Behavior, 134a-155l

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183

Take It to the Net 161 Quick Activity Transparencies 102, 170 FCAT Benchmark Mini-Lesson Ancillary 13, 14, 23

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REPORT CARD S8. Understands patterns of structure and function in living things. BENCHMARK SC.F.2.2.1 (continued)The student knows that many characteristics of an organism are inherited from the parents of the organism, but that other characteristics are learned from an individual’s interactions with the environment. (CS: MC)

ESSENTIAL QUESTIONS

? What is an inherited trait? An inherited trait is the passing of traits or genes from parent to offspring. (When organisms sexually reproduce, genetic information from each parent is passed to the next generation. Genes are segments of DNA that carry instructions for the traits of an organism. Genes are located on chromosomes in the nucleus of the cell. Chromosomes and genes get divided in half in meiosis, and are recombined in fertilization or pollination. This passing of genetic traits from parents to offspring is called heredity, hence the term inherited trait.)

? What are flowers? Flowers are the reproductive structures of plants. Flowering plants reproduce sexually. The stamens, or male reproductive parts, produce pollen, and the pistil, or female reproductive part, produces the eggs. Pollen and eggs join in a process called pollination. Some plants pollinate themselves, fertilizing their eggs with wind-blown pollen. Other plants get assistance from insects, birds, or bats called pollinators, which help cross-pollinate one plant to another. Cross-pollination has adaptive benefits allowing traits to spread through a population over time. Traits that help plants survive are passed to future generations.




Lessons Pages Assessments SF Science SF Reading GLE 1 (continued) - The student knows that many characteristic traits of an organism are inherited from parent to offspring genetically (from their genes.) 5. Student knows the common characteristic structures

and functions of plants. 6. Student identifies and compares adaptations that

improve a plant’s ability to survive. 7. Student knows a plant’s leaves make food and oxygen.

(See photosynthesis SC.G.1.2.3.) 8. Student identifies traits in plants that are passed on

from parent to offspring.

Chapter 2 Lesson 1 Chapter 4 Chapter 4 Lesson 1 Chapter 4 Lesson 2

40-41 89 95-97 98-101

Examview 89C, 89H, 118, 161C, 161H, 182 FCAT Science Test Prep Ancillary 3, 4, 19, 20, 21, 22, 23, 24, 28, 31, 33, 39, 134

Activity Flip Chart 89E, 161E Leveled Readers 89A, 161A Every Student Learns 97, 99, 108, 172

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(continued) 9. Student identifies and describes the reproductive

structures and functions of a flower. 10. Student contrasts pollination and fertilization.

Chapter 4 Lesson 3 Chapter 4 Review & Test Prep Chapter 6 Lesson 2 Chapter 6 Review & Test Prep

102-109 118-119 170-173 183

Assessment Book Chapter 4 Test, 13-16; Chapter 6 Test, 21-24; Unit A Test, 25-28

Quick Study Ancillary 22, 23, 24, 25, 26, 27, 44, 45 Take It to the Net 89, 161 Quick Activity Transparencies 94, 98, 102, 170 FCAT Benchmark Mini-Lesson Ancillary 11, 12, 13, 14, 23

79



REPORT CARD S8. Understands patterns of structure and function in living things. BENCHMARK SC.F.2.2.1 (continued)The student knows that many characteristics of an organism are inherited from the parents of the organism, but that other characteristics are learned from an individual’s interactions with the environment. (CS: MC)

ESSENTIAL QUESTIONS

? How do organisms compete for resources? In nature all organisms, plants, and animals use many of the same resources to survive. Because most ecosystems have limited supplies of resources, organisms are in a direct contest for enough of these resources to survive. Their survival depends on their physical traits and ability to adapt to their environment.

? What are instincts? Instincts are innate behaviors that organisms inherit or are born with. Instincts are not unique to an individual, but instead are shared by an entire population. Behaviors like building a shelter or nest, finding a mate, killing prey, the ability to swim or fly, migrate, or hibernate are all examples of instinctive behaviors.

? What are learned behaviors? Animals also learn behaviors from their parents. Birds are born with the physical structures needed to fly, but learn the skill of flying from a parent. Carnivores instinctively kill and eat other animals, but need to learn hunting skills from a parent in order to survive. The difference between an instinct and a learned behavior is instincts are inherited inborn, and a learned behavior is not. Learning behaviors that refine instincts help ensure survival.




Lessons Pages Assessments SF Science SF Reading GLE 2 - The student knows that some characteristic traits are acquired by an organism through interactions with their environment. 1. Student knows ways organisms adapt to compete for

resources. 2. Student understands some mutually beneficial

interactions that occur within ecosystems. 3. Student compares instinctive and learned behaviors.


170-173 183

Examview 161C, 161H, 182 FCAT Science Test Prep Ancillary 3, 23, 31, 33 Assessment Book Chapter 6 Test, 21-24; Unit A Test, 25-28



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(continued) Quick Activity Transparencies 170 FCAT Benchmark Mini-Lesson Ancillary 14, 23

81

STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT

GRADE 5: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.

REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.

BENCHMARK SC.G.1.2.1 The student knows ways that plants, animals, and protists interact. (CS: MC)

ESSENTIAL QUESTIONS

? What are protists? The protist kingdom is made up of one-celled organisms (plants and animals) and simple many-celled organisms. Generally microscopic in size, thousands to tens of thousands of different kinds of protists can be found in both fresh and salt water ecosystems. Some protists are animal-like, feeding on other organisms. Other protists called algae make their food from carbon dioxide, water, and sunlight through the process of photosynthesis.

? What are some common fresh water protists? The most common animal-like protists (protozoa) are the amoeba, euglena, and paramecium. The most common plant-like protists are diatoms and different types of algae.

? What are salt water protists called? There are many different types of plant and animal protists found in salt water. Collectively, ocean protozoans (animal-like protists) are called zooplankton, and the plant-like (algae) are called phytoplankton. Phytoplankton are producers, the first link in the food chains that connect all living things, and the key to life in the oceans.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands the various roles of single-celled organisms in the environment. 1. Student identifies the producers, consumers, and

decomposers in fresh and salt water ecosystems. 2. Student recognizes that all ecosystems have

microscopic organisms.

Chapter 1 Lesson 4 Chapter 1 Review & Test Prep Chapter 5 Lesson 6 Chapter 5 Review & Test Prep

24-25 31 148-153 159

Examview 1C, 1H, 30, 121C, 121H, 158 FCAT Science Test Prep Ancillary 5, 24, 25, 26, 27, 30, 39 Assessment Book Chapter 1 Test, 1-4; Chapter 5 Test, 17-20; Unit A Test, 25-28

Activity Flip Chart 121E Leveled Readers 1A, 121A Every Student Learns 24, 149 Quick Study Ancillary 8, 9, 40, 41 Take It to the Net 1

82






GLE 2 - The student knows ways in which protists interact with plants and animals in the environment. 1. Student identifies the plant and animal protists found in

fresh and salt water ecosystems by the roles they play in the food webs of larger consumers.

Chapter 1 Chapter 1 Lesson 4 Chapter 1 Review & Test Prep Chapter 6 Lesson 6 Chapter 6 Review & Test Prep

1 24-25 30-31 148-153 159

Examview 1C, 1H, 30, 121C, 121H, 158 FCAT Science Test Prep Ancillary 5, 24, 25, 26, 27, 30, 39 Assessment Book Chapter 1 Test, 1-4; Chapter 5 Test, 17-20; Unit A Test, 25-28

Activity Flip Chart 121E Leveled Readers 1A, 121A Every Student Learns 24, 149 Quick Study Ancillary 8, 9, 40, 41 Take It to the Net 1 Quick Activity Transparencies 148 FCAT Benchmark Mini-Lesson Ancillary 18

5.2 A Walk Through a Salt Marsh, Leveled Reader, LR22-LR24

83




BENCHMARK SC.G.1.2.2 The student knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment. (AA: MC, SR)

ESSENTIAL QUESTIONS

? What is a biome? A biome is a large region characterized as having a similar climate and specific types of plant and animal life. Biomes exist in both the ocean and on the land.

? How can climate determine an ecosystem? Climate is the general weather conditions in an area over a long period of time, including any seasonal changes. The climate of an area is largely determined by its location on the Earth relative to the equator or poles.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands how changes in the environment affect an organism’s adaptations. 1. Student understands that the climate of an area

determines which biome will develop. 2. Student identifies characteristics of the major land

biomes. 3. Student compares the adaptations of species that

improve their ability to survive in a particular biome.


161 167-169 172-173 174-177 182-183

Examview 161C, 161H, 182 FCAT Science Test Prep Ancillary 19, 23, 27, 32, 33, 34, 35, 37, 40, 41, 42, 133 Assessment Book Chapter 6 Test, 21-24; Unit A Test, 25-28

Activity Flip Chart 161E Lab Zone Science 161D, 164, 178-179 Leveled Readers 161A Every Student Learns 169, 172, 175 Quick Study Ancillary 42, 43, 44, 45, 46, 47 Take It to the Net 161

5.1 Say What? 62-63l

84






85




BENCHMARK SC.G.1.2.3 The student knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals, and nutrients into food for growth, maintenance, and reproduction. (AA: MC, SR)

ESSENTIAL QUESTIONS

? What is photosynthesis? Photo (light) - synthesis (put together) is a series of chemical reactions in which plants change water (H2O) and carbon dioxide (C02) into glucose sugar (C6H1206) and oxygen (O2.) Photosynthesis takes place inside a plant’s leaves where a green-pigment molecule called chlorophyll is found inside chloroplasts (plant cell organelles) in the palisade cell layer just under the leaf’s epidermis. Chlorophyll absorbs light energy, and then changes it into the chemical-bond energy needed to make sugar and oxygen. The chemical formula for photosynthesis is: 6CO2 (carbon dioxide) + 6H2O (water) e C6H12O6 (glucose sugar) + 6O2 (oxygen.)

? What is cellular respiration? Respiration is the process in which oxygen (O2) is combined with glucose sugar (C6H12O6) releasing energy andproducing water (H

20) and carbon dioxide (CO2.) The energy released is used by the plant for growth, repair, and reproduction. The process

for respiration is the opposite of photosynthesis: C6H12O6 + 6O2 e 6H2O + 6CO2.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows how green plants use carbon dioxide, water, and sunlight in the photosynthesis process to make energy in the form of sugar (glucose) so both plants and animals grow, survive, and reproduce. 1. Student investigates how plants use their leaves and

sunlight to make food. 2. Student knows which leaf structures are involved in the

process of photosynthesis (palisade layer cells and chloroplasts.)

3. Student understands that photosynthesis is the process plants use to make sugar and oxygen from carbon dioxide and water.


89 95-97 98-101 118-119

Examview 89C, 89H, 118 FCAT Science Test Prep Ancillary 4, 19, 21, 28, 39, 134 Assessment Book Chapter 4 Test, 13-16; Unit A Test, 25-28

Activity Flip Chart 89E Leveled Readers 89A Every Student Learns 97, 99 Quick Study Ancillary 22, 23, 24, 25 Take It to the Net 89

86





(continued) 4. Student understands that cellular respiration is the

process plants use to release the energy from the sugar they make for growth, repair, and reproduction.

Quick Activity Transparencies 98 FCAT Benchmark Mini-Lesson Ancillary 11, 12

87




BENCHMARK SC.G.1.2.3 (continued) The student knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals, and nutrients into food for growth, maintenance, and reproduction. (AA: MC, SR)

ESSENTIAL QUESTIONS

? What is a stimulus? A stimulus is anything that causes a response in an organism. ? What is a tropism? A plant’s growth in response to a stimulus is called a tropism. Plants can’t move like animals can, but they will still respond

to a stimulus, or change in the environment. Gravitropism is when a plant’s roots grow downward in response to gravity. Phototropism is when a plant’s leaves turn to one side of the stem responding to sunlight. The response of a plant to touch is called thigmotropism.

? Why are plants important? Plants are producers, an important source of food energy for all consumers. Producers make their own food by photosynthesis and then become the food for other organisms as the first link in every food chain. Consumers (animals) either eat plants (herbivores) for energy, or eat other animals (carnivores) that ate plants. Plants provide food, shelter, and nests for wild animals. Plants also provide a wide range of raw materials that people make into other products. Some plant products include lumber, paper, syrup, paint thinner, rubber, clothing, sugar, bread, drinks, medicines, and many more products too numerous to list.




Lessons Pages Assessments SF Science SF Reading GLE 1 (continued)- The student knows how green plants use carbon dioxide, water, and sunlight in the photosynthesis process to make energy in the form of sugar (glucose) so both plants and animals grow, survive, and reproduce. 5. Student predicts and then investigates to see how

plants will respond in order to get the light they need to carry out photosynthesis.

6. Student knows that plants respond to stimuli in their environment, and then adapt to survive.

7. Student compares plant responses to light, gravity, and touch stimuli.

Chapter 4 Lesson 4

112-113 Examview 89C, 89H, 118 FCAT Science Test Prep Ancillary 20 Assessment Book Chapter 4 Test, 13-16; Unit A Test, 25-28


5.2 Turtles of the Sea, Leveled Reader, LR1-LR3

88

GRADE LEVEL EXPECTATIONS

AND CONCEPTUAL FRAMEWORK Scott Foresman Science


Science Scott Foresman Resources

(continued) 8. Student knows plants are an important source of food

for consumers and raw materials for products.


89


GRADE 5: STANDARD 2. The student understands the consequences of using limited natural resources.


BENCHMARK SC.G.2.2.1 The student knows that all living things must compete for Earth’s limited resources; organisms best adapted to compete for the available resources will be successful and pass the adaptations (traits) to their offspring. (AA: MC, SR) Also assesses SC.B.2.2.2 and SC.B.2.2.3]

ESSENTIAL QUESTIONS

? What is an ecosystem? An ecosystem is all the populations (living parts) in an area interacting with all the nonliving parts (air, water, soil, sunlight, etc.) of the environment (analogy-neighborhood.)

? What is a habitat? A habitat (analogy-home) is the place an organism normally lives in an ecosystem. Animals live where they can find the food and shelter they need to survive. Plants grow wherever there is enough soil, sunlight or shade, and water. For example, a fish’s habitat is the pond; a frog’s habitat is the edge of the pond; and a snake’s habitat is under a log.

? What is a population? A population is all the same species living in a specific area at a specific time. Only organisms of the same species (kind) can successfully mate and produce offspring that in turn can grow and produce more offspring. For example, a deciduous forest may have a population of chipmunks and a population of rabbits.

? What is a community? A community is all the populations sharing a specific area or region. For example, the deciduous forest community might include chipmunks, squirrels, oaks, maples, spruce, and ferns.

? What are limiting factors? For any population to thrive, there must be enough air, food, water, shelter, and living space. Any condition or resource that affects the size of a population is called a “limiting factor,” because it limits how many members can live in the population or how many populations can live in an ecosystem.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows the ability of an organism to adapt to its environment increases its survival as a species. 1. Student knows an ecosystem includes many different

populations and that different populations compete for the same limited resources.

2. Student knows a population is a group of organisms of the same species large enough to successfully reproduce and survive.


121 127-129 174-177 183

Examview 121C, 121H, 158, 161C, 161H, 182 FCAT Science Test Prep Ancillary 25, 29, 136

Activity Flip Chart 121E Lab Zone Science 121D, 124 Leveled Readers 121A, 161A


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(continued) 3. Student knows a habitat is the place in an ecosystem

where an organism lives. 4. Student understands the lack of limited resources can

cause limiting factors that can keep organisms from surviving and reproducing.

Assessment Book Chapter 5 Test, 17-20; Chapter 6 Test, 21-24; Unit A Test, 25-28

Every Student Learns 125, 175 Quick Study Ancillary 30, 31, 46, 47 Quick Activity Transparencies 126, 174 Take It to the Net 121 FCAT Benchmark Mini-Lesson Ancillary 15, 22

5.2 Turtles of the Sea, Leveled Reader, LR1-LR3

91


GRADE 5: STANDARD 2. The student understands the consequences of using limited natural resources.


BENCHMARK SC.G.2.2.1 (continued) The student knows that all living things must compete for Earth’s limited resources; organisms best adapted to compete for the available resources will be successful and pass the adaptations (traits) to their offspring. (AA: MC, SR) Also assesses SC.B.2.2.2 and SC.B.2.2.3]

ESSENTIAL QUESTIONS

? What is an adaptation? An adaptation is any structure, behavior, or other characteristic trait of an organism that helps it survive in an

ecosystem. To survive, an organism must adapt to its environment. New adaptations usually occur over long periods of time, and only arise when there is a variety of individuals within a large population. Organisms best adapted to compete for the limited resources in their habitat will survive, reproduce, and pass their adaptations to their offspring. Otherwise, they will die, decrease in population, and could eventually become extinct.

? What is extinction? Extinction is when all the members of a species die. A population of organisms can only survive if there are enough individuals to reproduce healthy offspring. Extinction is caused by a variety of natural geological and weather disasters and even asteroid impacts. Fossil records indicate that throughout Earth’s history, many mass extinctions have occurred killing many species of organisms at one time. These extinctions occurred because living things could not adapt to sudden and severe changes in the environment. In the past 200 years, man has also dramatically increased the extinction of hundreds of species by destroying their habitats. One thing is certain, extinction is forever.




Lessons Pages Assessments SF Science SF Reading GLE 1 (continued) - The student knows the ability of an organism to adapt to its environment increases its survival as a species. 5. Student knows an adaptation is a characteristic of an

organism that increases its chance of survival. 6. Student knows the consequences of not being able to

adapt to changes in the environment may lead to a decline or extinction of populations.

7. Student knows humans can help endangered populations.

Chapter 6 Chapter 6 Lesson 1 Chapter 6 Lesson 2 Chapter 6 Lesson 3

161 167-169 170-173 174-177

Examview 161C, 161H, 182 FCAT Science Test Prep Ancillary 31, 32, 33, 34, 35 Assessment Book Chapter 6 Test, 21-24; Unit A Test, 25-28

Activity Flip Chart 161E Lab Zone Science 161D, 164 Leveled Readers 161A

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182-183 Every Student Learns 169, 172, 175 Quick Study Ancillary 42, 43, 44, 45, 46, 47 Take It to the Net 161 Quick Activity Transparencies 166, 170, 174 FCAT Benchmark Mini-Lesson Ancillary 21, 22, 23

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STRAND H: THE NATURE OF SCIENCE

GRADE 5: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.

REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.

BENCHMARK SC.H.1.2.1 The student knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experimentations. (AA: MC)

ESSENTIAL QUESTIONS

? What is quantitative data? Quantitative data is data in numbers, usually measurements with units. ? What are qualitative observations? Qualitative observations are observations that describe the qualities of or change in an object or organism

as detected by the observer’s senses: sight, hearing, smell, taste, or touch. ? Why is it important to repeat an experimental procedure more than once? Doing an experiment only once without repeating it again to see

if the results turn out the same does not verify the outcome. When an experimental procedure is repeated with the same outcome, the results have more validity.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands that although the same scientific investigations may give slightly different results when it is carried out by different persons or at different times or places, the general evidence collected from the investigation should be replicated by others. 1. Student documents the purpose, materials, and

procedure of an experiment. 2. Student makes accurate qualitative and quantitative

observations. 3. Student records the data for an experiment in tables,

charts and logs. 4. Student uses multiple samples and repeats multiple

trials with the same steps and procedures.

Chapter 3 Chapter 4 Directed Inquiry Chapter 8 Directed Inquiry Chapter 8 Lesson 4 Unit B Full Inquiry

57 92 228 243 332-335

Examview 89C, 89H, 118, 297C, 297H, 326, 569C, 569H, 596 Assessment Book Chapter 8 Test, 43-46; Unit B Test, 55-58

Activity Flip Chart 225E Lab Zone Science 225D, 228, 332, 569D, 592 Leveled Readers 89A, 225A, 297A, 569A Quick Study Ancillary 62, 63

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(continued) 5. Student analyzes their own experimental data using

graphs and mathematical equations and presents the results of any findings.

6. Student identifies, explains, and documents the reasoning of their science activities accurately enough that others could replicate their results.

Chapter 18 Guided Inquiry Chapter 18 Review & Test Prep

592-593 596-597

Take It to the Net 57, 225, 228, 332, 572, 592 Quick Activity Transparencies 238, 242

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BENCHMARK SC.H.1.2.2 The student knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results. (AA: MC, SR, ER) [Also assesses SC.H.1.2.4 and SC.H.3.2.2.]

ESSENTIAL QUESTIONS ? What is an investigation? An investigation is a procedure that is carried out in order to observe a response caused by a stimulus; it is not a

complete experiment. ? What is an experiment? An experiment is a procedure that is carried out and repeated under “controlled conditions” in order to discover,

demonstrate, or test a hypothesis and includes all the steps of the scientific method. Controlled conditions means one variable is changed (the independent variable) while another variable responds to the first and is watched (the dependent variable.) Other variables (constant variables) remain the same and are unchanged throughout the experiment. It may sound complicated but allows a scientist (student) to follow an easy step-by-step format.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands that scientists use different kinds of investigations depending on the questions they are trying to answer. 1. Model study - making a model to understand an object

or event. 2. Observation study - using your senses to answer

questions and look for patterns. 3. Experimenting - testing a cause-and-effect relationship

using the scientific method. 4. Collection study - collecting objects, describing them,

grouping them, and identifying them by their proper name.

Chapter 5 Directed Inquiry Chapter 6 Directed Inquiry Chapter 11 Directed Inquiry Chapter 15

124 164 340 473

Examview 121C, 121H, 158 FCAT Science Test Prep Ancillary 3, 49, 68, 83, 112, 135, 136, 137

Lab Zone Science 121D, 124, 161D, 164, 473D, 490

Leveled Readers 121A, 161A, 337A

Take It to the Net 124, 164, 473, 490

Quick Activity Transparencies 136, 276


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GLE 2 - The student understands the importance of accuracy in conducting experiments and using estimation when exact measurements are not possible. (Math Benchmark MA.B.3.2.1) 1. Length to the nearest sixteenth of an inch and

millimeter. 2. Weight/mass to the nearest tenth of an ounce and

milligram. 3. Time to the nearest second interval. 4. Temperature to the nearest degree Celsius and

Fahrenheit.

Chapter 5 Directed Inquiry Chapter 6 Directed Inquiry Chapter 11 Directed Inquiry Chapter 15

124 164 340 473

Examview 121C, 121H, 158 FCAT Science Test Prep Ancillary 3, 49, 68, 83, 112, 135, 136, 137

Lab Zone Science 121D, 124, 161D, 164, 473D, 490 Leveled Readers 121A, 161A, 337A Take It to the Net 124, 164, 473, 490 Quick Activity Transparencies 136, 276 FCAT Benchmark Mini-Lesson Ancillary 31

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BENCHMARK SC.H.1.2.3 The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. (Not assessed but essential for cooperative learning in small groups.)

ESSENTIAL QUESTIONS

? How do scientists communicate? Scientists communicate the results of their investigations to other scientists orally, in written words, with diagrams, maps, graphs, measurements, mathematical equations, and many kinds of visual displays and demonstrations.

? Why do scientists communicate their results? Communicating their results with others gives scientists a chance to see if any mistakes were made in their experimental design, calculations, or analysis. Sharing results improves the quality of their work and may also provide new ideas for other topics to investigate.

? What is a lab report? A lab report is a written summary of how an experiment is conducted, the purpose, procedure, data collected, results obtained, and any conclusions that are formed.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands the importance of communicating like a scientist. 1. Student researches information to determine what is

already known about a science project they want to investigate.

2. Student communicates the purpose, procedure, data, and conclusions of their own investigations in a written lab report.

3. Student displays the purpose, procedure, data, results, and conclusions of an investigation for peers to review.

Chapter 4 Lesson 3 Chapter 6 Directed Inquiry Chapter 6 Build Background Chapter 6 Guided Inquiry Unit A Full Inquiry

102 161D 162 178-179 188-191

FCAT Science Test Prep Ancillary 6

Lab Zone Science 178, 188 Leveled Readers 161A Take It to the Net 178, 188 Quick Activity Transparencies 126, 302 FCAT Benchmark Mini-Lesson Ancillary 72

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GLE 2 - The student works collaboratively to collect, share, and record information for a scientific investigation. 1. Student actively participates in hands-on

investigations with peers. 2. Student accepts interdependent roles (i.e., leader,

manager, recorder) to ensure the group’s academic success.

3. Student cooperates with peers in a learning group. 4. Student helps the group complete assignments.

Chapter 4 Lesson 3 Chapter 6 Directed Inquiry Chapter 6 Build Background Chapter 6 Guided Inquiry Unit A Full Inquiry

102 161D 162 178-179 188-191

FCAT Science Test Prep Ancillary 6

Lab Zone Science 178, 188 Leveled Readers 161A Take It to the Net 178, 188 Quick Activity Transparencies 126, 302 FCAT Benchmark Mini-Lesson Ancillary 72

99




BENCHMARK SC.H.1.2.4 The student knows that to compare and contrast observations and results is an essential skill in science. [Assessed as SC.H.1.2.2.]

ESSENTIAL QUESTIONS

? What is a variable? A variable is any factor, condition, or event that can change in an experiment. Before you begin any experiment, you must identify the variables that can affect the results. You then need to decide which variables you want to control and which you want to vary (change.) The only variables that should change are factors that will confirm or reject your hypothesis.

? What is a control? Any factors, conditions or events you keep the same (constant or fixed) in an experiment are called controls. The best experiments are designed so all the variables are controlled except the factors you think will confirm your hypothesis. For example, to test the hypothesis “If plants are fertilized, then they will grow taller and faster.”, the amount of soil, water, and sunlight are variables that you need to control (or fix) in the same amounts for all sets of plants. Then if one set of plants gets fertilizer and another set does not, if the plants that get the fertilizer grow taller and faster, your hypothesis is confirmed. By controlling the other variables that could affect the plant’s growth, you test the effect of the fertilizer.

? What is a trial? Each set of repeated measurements in an experiment is called a trial. The more measurements (observations) you make, the more reliable your results. Whenever possible, you should repeat an experiment several times with more than one set of test samples, and then average the results. Experiments with multiple trials and multiple samples that follow exactly the same experimental procedures in every trial are the most valid.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student uses strategies to review, compare and contrast, and critique science investigations. 1. Student knows a variable is any factor that changes in

order to test the hypothesis of an experiment. 2. Student knows a control is any variable which remains

the same throughout an experiment.

Chapter 1 Target Skill Unit A Full Inquiry Unit A Science Fair Project

5 188-191 192

FCAT Science Test Prep Ancillary 2, 36, 40, 110

Lab Zone Science 188, 500, 537D, 540 Leveled Readers 161A, 297A, 569A

100





(continued) Unit B Science Fair Project Chapter 17 Directed Inquiry Unit D Science Fair Project

336 537D 608

Take It to the Net 188, 500, 537, 540 Quick Activity Transparencies 10, 276, 286

GLE 2 - The students knows that an experiment must be repeated many times and yield consistent results before the results are accepted. 1. Student knows a trial is a set of repeated

measurements or observations. 2. Student uses multiple samples and multiple trials to

validate results.

Chapter 1 Target Skill Unit A Full Inquiry Unit A Science Fair Project Unit B Science Fair Project Chapter 17 Directed Inquiry Unit D Science Fair Project

5 188-191 192 336 537D 608

FCAT Science Test Prep Ancillary 2, 36, 40, 110

Lab Zone Science 188, 500, 537D, 540 Leveled Readers 161A, 297A, 569A Take It to the Net 188, 500, 537, 540 Quick Activity Transparencies 10, 276, 286

101




BENCHMARK SC.H.1.2.5 The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. (CS: MC)

ESSENTIAL QUESTIONS

? What is a scientific model? A scientific model is a simplified version of a part or event in nature. Models explain what that part or event looks like and how it works. Scientists make physical models to represent things that cannot be observed directly. Drawings, diagrams, objects, mathematical equations, and computer simulations can be scientific models. Sometimes it is helpful to develop a model to explain what you find out in an experiment. As scientists conduct more experiments, they gain new information about relationships that can be used to update and improve existing models.

? How do models help us learn science? Models are an excellent way to understand an object or event. Functional models help answer the question “How does it work?” Examples include electromagnets, solar cookers, and parallel and series circuits. Scale models help answer the question “What does it look like?” and are either enlarged (e.g., plant and animal cells) or reduced (e.g., solar system, volcanoes) in size. In both cases, scale models are built to show the relative size of the parts and their arrangements.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student uses sketches and diagrams to propose scientific solutions to problems. 1. Student constructs a drawing with labels and/or

captions to scientifically explain a problem.

Unit A Science Fair Project Unit B Science Fair Project Chapter 11 Guided Inquiry

192 336 362-363


Lab Zone Science 505D, 508 Leveled Readers 505A Every Student Learns 519 Quick Study Ancillary 68, 69

102





(continued) Chapter 14 Guided Inquiry Chapter 16 Directed Inquiry Chapter 16 Directed Inquiry Chapter 16 Lesson 2 Unit D Science Fair Project

466-467 505D 508 519 608

Take It to the Net 508, 569 Quick Activity Transparencies 518 FCAT Benchmark Mini-Lesson Ancillary 39, 65

GLE 2 - The student constructs models to compare objects in science. 1. Student reads, interprets, and analyzes (compares and

contrasts) information represented in a scientific model.

2. Student uses a scientific model to describe, discuss or explain science concepts.

Chapter 2 Directed Inquiry Chapter 2 Guided Inquiry Chapter 3 Directed Inquiry

33D 50-51 57D

Examview 33C, 33H, 54, 161C, 161H, 182, 257C, 257H, 294, 297C, 297H, 326, 337C, 337H, 366, 441C, 441H, 470, 473C, 473H, 494, 505C, 505H, 534, 537C, 537H, 566, 569C, 569H, 596

Activity Flip Chart 57E, 257E, 337E, 505E, 537E Lab Zone Science 33D, 50, 57D, 60, 161D, 178, 257D, 260, 290, 297D, 300,

103





(continued) Chapter 3 Directed Inquiry Chapter 6 Directed Inquiry Chapter 6 Guided Inquiry Unit A Science Fair Project Chapter 9 Directed Inquiry Chapter 9 Directed Inquiry Chapter 9 Guided Inquiry Chapter 10 Directed Inquiry

60 161D 178-179 192 257D 260 290-291 297D

FCAT Science Test Prep Ancillary 59, 83 Assessment Book Chapter 12 Test, 73-76; Unit C Test, 89-92

337D, 362, 441D, 466, 473D, 476, 490, 500, 505D, 530, 537D, 540, 562 Leveled Readers 33A, 57A, 161A, 257A, 337A, 441A, 473A, 505A, 537A, 569A Take It to the Net 50, 60, 178, 260, 290, 300, 362, 466, 476, 490, 500, 505, 530, 537, 540, 562 Quick Activity Transparencies 198, 262, 266, 292 FCAT Benchmark Mini-Lesson Ancillary 30

104





(continued) Chapter 10 Directed Inquiry Unit B Science Fair Project Chapter 11 Directed Inquiry Chapter 11 Guided Inquiry Chapter 14 Directed Inquiry Chapter 14 Guided Inquiry Chapter 15 Directed Inquiry Chapter 15 Directed Inquiry

300 336 337D 362-363 441D 466-467 473D 476

105





(continued) Chapter 15 Guided Inquiry Chapter 16 Directed Inquiry Chapter 16 Guided Inquiry Chapter 17 Directed Inquiry Chapter 17 Directed Inquiry Chapter 17 Guided Inquiry Unit D Science Fair Project

490-491 505D 530-531 537D 540 562-565 608

106




BENCHMARK SC.H.1.2.6 PBC The student knows that proper safety precautions should be followed during scientific investigations. (Not assessed but essential whenever students are engaged in investigating or experimenting.)

ESSENTIAL QUESTIONS

? Why must teachers and students know the proper safety precautions before doing an investigation or experiment? Investigating

science provides students with opportunities to learn new skills, but it also means more work and responsibility for everyone. A hands-on, inquiry-based science program requires distributing, using, and caring for materials and equipment. Understanding the appropriate ways to conduct an investigation and the potential hazards associated with using certain materials or tools is every student’s responsibility. Likewise it is every teacher’s responsibility to inform their students before each investigation of the potential risks associated with any materials or tools they are being given to use. Teachers should help their students think safety wherever they are and with whatever they are doing. Ultimately, the teacher is responsible - and can be held liable - for any situation they put a student in that may cause injury or harm if they do not know the potential risks or have not provided the students with adequate protection and safety instruction before engaging them in an investigation or experiment.




Lessons Pages Assessments SF Science SF Reading GLE - The student uses proper safety precautions when conducting scientific investigations. 1. Student knows safety rules before doing an

investigation. 2. Student knows location of fire exits and evacuation

routes. 3. Student always wears goggles, gloves, or aprons

when instructed to do so by the teacher. 4. Student follows safety instructions and procedures

carefully. 5. Student reports accidents to the teacher

immediately.

SF Science targets proper safety precautions in all scientific investigations. Chapter 2 Guided Inquiry

50-51 80-81

Full Inquiry Assessment 335, 503

Activity Flip Chart 57E, 193E, 257E, 369E Lab Zone Science 33D, 50-51, 57D, 80-81, 193D, 216-217, 369D, 372 Leveled Readers 225A

5.3 The Big Ouchie: Avoiding Sports Injuries, 302-302l

107





(continued) 6. Student cleans up work area and disposes of wastes

according to the teacher’s instructions. 7. Student washes hands whenever appropriate or

instructed to do so by the teacher.

Chapter 3 Guided Inquiry Chapter 7 Guided Inquiry Unit B Full Inquiry Chapter 12 Directed Inquiry

216-217 332-335 372

Every Student Learns 241, 480 Quick Activity Transparencies 234

108


GRADE 5: STANDARD 2. The student understands that most natural events occur in comprehensible, consistent patterns.

REPORT CARD S11. Understands that most natural events occur in patterns.

BENCHMARK SC.H.2.2.1 The student knows that natural events are often predictable and logical. (CS: MC)

ESSENTIAL QUESTIONS

? How are predictions and hypotheses different? A prediction is a guess about what will happen under certain conditions that is based on

observations and research. You use your prior knowledge or experiences to predict what will happen. A hypothesis is an idea that can be tested by experimentation or observation. A hypothesis leads to new knowledge. Solving problems in science is like working a puzzle. There is no single method to solve a puzzle. The methods used to answer a question depend partly on what the question is. By using a combination of common sense, reasoning, imagination, intuition, and guesswork, scientists make predictions and form hypotheses and experiment to find answers to puzzles.

? What is a forecast? A forecast is a prediction of what you think will happen in the future based on an established pattern, sequence, or scientific model. Depending on the number of variables involved, sometimes a forecast is correct and other times it is incorrect.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student makes predictions for a new investigation using data from a previous investigation. 1. Student knows a prediction is a guess based on prior

understanding and observation. 2. Student knows a hypothesis can be tested by

experimentation and can lead to new predictions. 3. Student forecasts events and reaches decisions based

on data from charts and graphs.

Chapter 8 Lesson 4 Chapter 8 Lesson 5 Chapter 8 Guided Inquiry Chapter 10 Guided Inquiry

245 247 250-251 322-323


Lab Zone Science 225D, 250 Leveled Readers 225A Take It to the Net 250 Quick Activity Transparencies 246

109





(continued) Chapter 12 Guided Inquiry Chapter 16 Guided Inquiry

394-395 530-531

GLE 2 - The student understands that change is constantly occurring and uses strategies to analyze different patterns of change. 1. Student observes stages, sequencing events, and

repeating patterns in nature. 2. Student diagrams and labels the events in natural

cycles. 3. Student diagrams data in cyclical and linear patterns. 4. Student plots data in graphs to reveal patterns or

trends.

Chapter 4 Directed Inquiry Chapter 8 Directed Inquiry Chapter 8 Chapter 8 Lesson 4 Chapter 10 Directed Inquiry Chapter 10 Guided Inquiry

89D 225D 225 244-245 297D 322-333

Examview 225C, 225H, 254, 297C, 297H, 326, 369C, 369H, 398, 505C, 505H, 534, 569C, 569H, 596 FCAT Science Test Prep Ancillary 52, 110, 111, 113, 114, 127, 130, 131 Assessment Book Chapter 8 Test, 43-46; Chapter 16 Test, 103-106; Unit D Test, 115-118

Activity Flip Chart 505E Lab Zone Science 89D, 92, 225D, 250, 297D, 322, 369D, 394, 505D, 530, 569D, 572 Leveled Readers 225A, 297A, 369A, 505A Every Student Learns 245, 513, 526

5.3 From Bees to Honey, 306a-325l 5.3 Apple Cider Days, Leveled Reader, LR22-LR24

110





(continued) Chapter 12 Directed Inquiry Chapter 12 Guided Inquiry Chapter 16 Directed Inquiry Chapter 16 Directed Inquiry Chapter 16 Lesson 1 Chapter 16 Lesson 2 Chapter 16 Lesson 3 Chapter 16 Guided Inquiry

369D 394-395 505D 505 510-517 522-523 526-529 530-531

Quick Study Ancillary 62, 63, 124, 125, 126, 127, 128, 129 Take It to the Net 92, 225, 250, 322, 394, 505, 537, 530, 572 Quick Activity Transparencies 242, 510 FCAT Benchmark Mini-Lesson Ancillary 28

111





(continued) Chapter 16 Review & Test Prep Chapter 17 Chapter 18 Directed Inquiry Chapter 18 Directed Inquiry

535 537 569D 572

112


GRADE 5: STANDARD 3. The student understands that science, technology, and society are interwoven and interdependent.

REPORT CARD S12. Understands that science and society are interwoven and interdependent.

BENCHMARK SC.H.3.2.1 The student understands that people, alone or in groups, invent new tools to solve problems and do work that affects aspects of life outside of science. (AA: MC, SR) [Also assesses SC.H.3.2.3.]

ESSENTIAL QUESTIONS

? What is technology? Technology is the use of scientific knowledge to solve problems for society. Because scientific knowledge advances when new technologies are available, both scientific knowledge and technology build on each other. Scientific discoveries lead to new technologies and new technology can lead to more new discoveries.

? How does society affect technology? Society’s needs, wants, and values (ethics) affects how scientific research is done. A society can choose to either encourage or discourage different areas of scientific research. It costs money to do scientific research. The funds come from government taxes or private companies. Usually the problems society considers most important or the research that is most promising gets the most funding.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows areas in which technology has improved human lives. 1. Student knows historical scientific discoveries that have

lead to new technologies. 2. Student knows ways technologies have improved the

quality of life.

Unit A NASA Unit A NASA Unit A Career Unit B Career Unit B Career Chapter 12 Lesson 4

86-87 120 160 224 328 386-393

Examview 369C, 369H, 398, 569C, 569H, 596 FCAT Science Test Prep Ancillary 79, 80, 83, 104, 105, 113, 121, 122, 123, 124, 125, 126, 129, 134, 137, 148

Activity Flip Chart 569E Leveled Readers 57A, 89A, 193A, 297A, 369A, 401A, 473A, 569A Every Student Learns 389, 576, 582, 586

5.1 A City Street Today, 122-123 5.3 Going With the Flow, 244a-261l

113





(continued) Chapter 12 Review & Test Prep Unit C Career Unit C NASA Unit C Career Chapter 18 Directed Inquiry Chapter 18 Lesson 1 Chapter 18 Lesson2 Chapter 18 Lesson 3 Chapter 18 Review & Test Prep

399 400 438-439 496 569D 574-579 580-583 584-587 596-597

Assessment Book Chapter 12 Test, 73-76; Unit C Test, 89-92; Chapter 16 Test, 103-106; Chapter 18 Test, 111-114; Unit D Test, 115-118

Quick Study Ancillary 100, 101, 138, 139, 140, 141, 142, 143 Take It to the Net 297, 369, 473, 569 Quick Activity Transparencies 386, 574, 580, 584 FCAT Benchmark Mini-Lesson Ancillary 36, 62, 71

114





(continued) Unit D NASA Unit D Career

598-599 600-601

GLE 2 - The student knows that new inventions often lead to other new inventions and ways of doing things. 1. Student knows technological advances can lead to new

scientific discoveries. 2. Student knows society’s needs, wants, and values

determine what new technologies emerge.

Chapter 18 Lesson 1 Chapter 18 Review & Test

576-579 597

Examview 569C, 569H, 596 Assessment Book Chapter 18 Test, 111-114; Unit D Test, 115-118

Leveled Readers 569A Every Student Learns 576 Quick Study Ancillary 140, 141 Take It to the Net 569 Quick Activity Transparencies 574 FCAT Benchmark Mini-Lesson Ancillary 62

115




BENCHMARK SC.H.3.2.2 The student knows that data is collected and interpreted in order to explain an event or concept. [Assessed as SC.H.1.2.2.]

ESSENTIAL QUESTIONS

? What are qualitative observations? Qualitative observations are observations that describe the qualities of or change in an object or organism as detected by the observer’s senses: sight, hearing, smell, taste, or touch. Some qualitative observations include: shape, color, texture, pattern, movement, odor, taste, and sounds.

? What is quantitative data? Quantitative data is data in numbers, usually measurements with units. Some examples of quantitative data are length, width, or height measurements in centimeters, meters or kilometers, mass measurements in grams or kilograms; liquid measurements in milliliters, liters, or kiloliters; temperature in degrees Celsius; and time in seconds, minutes and hours. Quantitative data can also include numbers with units that result from mathematical calculations like volume, area, sum, or mean.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student selects appropriate graphical representations to collect, record, and report data. 1. Student knows that qualitative data is the qualities or

change in objects and organisms. 2. Student knows that quantitative data is numbers with

units. 3. Student compares and contrasts observations or results

using Venn or other diagrams, web organizers, and flowcharts.

4. Student constructs tables and charts to organize observation and measurement data.

5. Student plots data onto graphs to analyze information.

Chapter 1 Directed Inquiry Chapter 1 Directed Inquiry Chapter 1 Guided Inquiry Chapter 2 Directed Inquiry

1D 4 26-27 33D

Examview 1C, 1H, 30, 33C, 33H, 54, 89C, 89H, 118, 121C, 121H, 158, 161C, 161H, 182, 257C, 257H, 294, 337C, 337H, 398, 401C, 401H, 436, 473C, 473H, 494 FCAT Science Test Prep Ancillary 43, 46, 47, 53, 54, 64,

Lab Zone Science 1D, 4, 26, 33D, 36, 89D, 114, 121D, 154, 161D, 178, 225D, 250, 332, 337D, 362, 369D, 372, 394, 401D, 432, 473D, 490, 500, 604 Leveled Readers 1A, 33A, 89A, 121A,

116





(continued) Chapter 2 Directed Inquiry Chapter 2 Guided Inquiry Chapter 4 Directed Inquiry Chapter 4 Guided Inquiry Chapter 5 Directed Inquiry Chapter 5 Guided Inquiry Chapter 6 Directed Inquiry Chapter 6 Guided Inquiry

36 50-51 89D 114-115 121D 154-155 161D 178-179

65, 71, 109, 118, 121, 122, 125, 132

161A, 257A, 297A, 337A, 369A, 401A, 473A, 569A Take It to the Net 4, 26, 36, 114, 154, 178, 225, 250, 257, 332, 337, 362, 369, 372, 394, 432, 490, 500, 604 Quick Activity Transparencies 252, 318

117





(continued) Unit A Science Fair Project Chapter 8 Directed Inquiry Chapter 8 Chapter 9 Guided Inquiry Unit B Full Inquiry Unit B Science Fair Project Chapter 11 Directed Inquiry Chapter 11 Guided Inquiry Chapter 12 Directed Inquiry

192 225D 225 290-291 332-335 336 337D 362-363 369D

118





(continued) Chapter 12 Directed Inquiry Chapter 12 Guided Inquiry Chapter 13 Directed Inquiry Chapter 13 Guided Inquiry Chapter 15 Directed Inquiry Chapter 15 Guided Inquiry Unit C Full Inquiry Unit D Full Inquiry Unit D Science Fair Project

372 394-395 401D 432-433 473D 490-491 500-503 604-607 608

119




BENCHMARK SC.H.3.2.3 The student knows that before a group of people build something or try something new, they should determine how it may affect other people. [Assessed as SC.H.3.2.1.]

ESSENTIAL QUESTIONS

? What is a tradeoff? Sometimes science develops new technologies that have both good and bad effects. This forces people to consider the

value of the good effects against the bad effects. If the good effects outweigh the bad ones, accepting the use of a technology because of its overall benefits is called a tradeoff. In a tradeoff, people ’trade’ something bad for something good. Even though most people would prefer to only use technologies with good effects, few technology products are like that.

? What is research bias? Scientific research is based on data gathered from experiments. The results or conclusions made from that data however are subject to interpretation. Scientific bias is when a person or company allows their beliefs or wishes to influence the results of their experimental data. Bias occurs when the people doing the scientific research, or paying for it, want the results to support a certain hypothesis. So, they falsely report certain conclusions about their data. For example, when the tobacco companies paid for research to show cigarette smoking was not harmful to people’s health, they only reported the research that supported their hypothesis. However, when other groups repeated the same experiments, most of their data showed that smoking cigarettes was very dangerous to people’s health.

? Should scientists be allowed to develop all technologies? Just because we know how to make a new technology doesn’t mean that it should be used. Sometimes the health and safety of the individuals, community, or the environment are more important. People should be allowed to agree or disagree on the use of any new technology they believe has more risks than benefits. Governments also have a responsibility to keep people, other organisms, and the environment safe.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands how a solution to one scientific problem can create another problem. 1. Student knows sometimes technologies have harmful

effects on organisms and the environment. 2. Student determines whether scientific claims are

backed by sufficient evidence or biased interpretation. 3. Student recognizes community health and safety needs

are more important than scientific advancement.

Chapter 18 Directed Inquiry Chapter 18 Lesson 2 Chapter 18 Review & Test Prep

569 582-583 596-597

FCAT Science Test Prep Ancillary 82 Assessment Book Chapter 18 Test, 111-114; Unit D Test, 115-118




5.1 From the Diary of Leigh Botts, 20a-39l 5.1 Robo-Police, Leveled Reader, LR1-LR3

120





(continued) Quick Study Ancillary 140, 141 Take It to the Net 569 FCAT Benchmark Mini-Lesson Ancillary 17, 34, 50, 70

121



REPORT CARD S12. Understand that science and societyare interwoven and interdependent.

BENCHMARK SC.H.3.2.4 The student knows that through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas. (AA: MC, SR)

ESSENTIAL QUESTIONS

? How can understanding science knowledge and process skills help people? Understanding science can help all people better understand the world around them. Developing science process skills and methods can help a person solve problems, make decisions, form new ideas, and discover or invent new ways to improve their quality of life.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student extends and refines knowledge of ways that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas. 1. Student understands that to work in some jobs people

need science knowledge and process skills. 2. Student recognizes people work in many different

careers in which they solve problems using their science process skills.

Unit A Career Chapter 2 Directed Inquiry Unit A Career Unit A Science Fair Project Unit B Full Inquiry Unit B Science Fair Project

32 33 56 192 332-335 336

Examview 569C, 569H, 596 FCAT Science Test Prep Ancillary 141, 147 Assessment Book Chapter 18 Test, 111-114; Unit D Test, 115-118

Activity Flip Chart 569E Lab Zone Science 332 Leveled Readers 1A, 33A, 161A, 297A, 569A Every Student Learns 576, 582, 586, 589 Quick Study Ancillary 138, 139, 140, 141, 142, 143, 144, 145

5.1 From the Diary of Leigh Botts, The Rampanion, 20a-39l 5.2 Dwaina Brooks, 178a-195l 5.6 Bug-a-licious! 651-653l

122

123





(continued) Chapter 18 Chapter 18 Lesson 2 Chapter 18 Lesson 3 Chapter 18 Lesson 4 Chapter 18 Review & Test Prep Unit D Science Fair Project

569 580-583 584-587 588-591 596-597 608

Take It to the Net 33, 225, 332, 569 Quick Activity Transparencies 574, 584, 588 FCAT Benchmark Mini-Lesson Ancillary 69

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