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5TH Grade Multi-Subject Curriculum Map2013-2014

CCGPS Writing (5th)

*March 5, 2014 (5th Grade State Writing Assessment)(March 6th make-up test)

Our timeline for writing before the 5th Grade Writing Assessment (24 weeks and 3 days total)**Broken down like this:8 weeks before Fall Break (Aug. 12- Oct. 4)6 weeks before Thanksgiving Break (Oct 14- Nov 22)3 weeks before Christmas Break (Dec. 2- Dec 20)6 weeks before Winter Break (Jan. 7- Feb. 14)1 week after the Winter Break (Feb. 24-28)3 days to review during the week of the writing assessment (Mar. 3-5)

**This means that we have 6 weeks per unit to teach writing prior to the date of our writing assessment.

*According to the ELA Curriculum Map:1st Nine Weeks: Opinion/Argumentative Writing 2nd Nine Weeks: Informative/Explanatory Writing3rd Nine Weeks: Informative/Explanatory Writing4th Nine Weeks: Opinion/Argumentative Writing

**Note: Within each unit, students should write 1-2 narrative pieces and 2-3 short research connections.

CCGPS Writing (5th)

Subject: Writing Weekly Skills and Concepts/Mini-LessonsUnit 1 : Understanding the Writing Process/ Genre Focus: Opinion/Argumentative Writing (a.k.a. persuasive writing)

Writing Workshop Format Mini-lesson (5-15 minutes) – focus is on procedures, process, or craft Status of the Class (2-5 minutes)Independent writing time (20–45 minutes) o Individual/small group student conferences o Peer conferences as needed Sharing (5-10 minutes)

*Writing Around the Classroom (copy writing posters and handouts sent via e-mail by Ms. Hodges) Have student to consistently refer to posters in your classroom w/ descriptors of the writing process.

Week 1 The Writing Process 1) Prewriting 2) First Draft 3) Sharing/Revising (Does it SOUND right?) 4) Editing (Does it LOOK right?) 5) Publishing

*Teacher will guide students to set up their writer’s workshop folder and flapbook.

Note: See writing resources links in integrated units.

Unit Standards: Focus: Opinion ELACC5W1 3 opinion pieces supporting a position ELACC5W1, 4, 5, 6, 10

During the unit:

2-3 short research connections (may be shared research on a topic or theme connected to the unit) ELACC5W7, 8, 10

Week 2 The Writing Process 1) Prewriting 2) First Draft 3) Sharing/Revising (Does it SOUND right?) 4) Editing (Does it LOOK right?) 5) Publishing

*Students will go through each step of the writing process as a class to complete a class narrative prompt (since students are most familiar with this genre) ,and it’s the easiest to use to review the steps of the writing process.

1-2 narratives detailing a real or imagined experience ELACC5W3, 4, 5, 6, 10

Unit Duration/Dates: Aug. 12- Sept. 20 Week 3EXPLORING THE ELEMENTS OF PERSUASION:-stating opinions-using supporting facts and examples-thinking about your audience

Date(s) to administer Genre-Specific Writing Assessment (using CCGPS- aligned writing rubric): Sept. 18

Week 4ANALYZING PERSUASIVE TECHNIQUES:-bandwagon-testimonials-slogans-famous people techniqueWeek 5WRITING A PERSUASIVE ESSAY:-Thinking about your audience and planning counterarguments-Using STRONG openings!Week 6WRITING A PERSUASIVE ESSAY:-Thinking about your audience and planning counterarguments-Using STRONG openings!

*Distribute copies of exemplasr taken from the following documents: Common Core Writing Samples” and/ or “Persuasive Anchor Papers” (attached in integrated units)

After reading through the sample papers, ask students “Does the paper include all the elements of persuasion ( interesting lead, reasons for opinion , support opinions, restates position, conclusion)

CCGPS Writing (5th)

Subject: Writing Weekly Skills and Concepts/Mini-LessonsUnit 2: Genre Focus Informative/Explanatory Writing (a.k.a. informational writing)

Week 1

Unit Standards:

Focus: Informative/Explanatory ELACC5W2

3 informative/explanatory pieces examining a topic and conveying ideas ELACC5W2, 4, 5, 6, 10

During the unit:



Week 2:

Unit Duration/Dates: Sept. 23- Nov. 8 Week 3

Date(s) to administer Genre-Specific Writing Assessment (using CCGPS- aligned writing rubric):

Week 4

Week 5

Week 6

CCGPS Writing (5th)

Subject: Writing Weekly Skills and Concepts/Mini-LessonsUnit 3: Genre Focus Informative/Explanatory Writing (a.k.a. informational writing)

Week 1

Unit Standards:

Focus: Informative/Explanatory ELACC5W2

3 informative/explanatory pieces examining a topic and conveying ideas ELACC5W2, 4, 5, 6, 10

During the unit:



Week 2:

Unit Duration/Dates: Nov. 11- Jan. 10 Week 3


Week 4

Week 5

Week 6

CCGPS Writing (5th)

Subject: Writing Weekly Skills and Concepts/Mini-LessonsUnit4: Genre Focus: Opinion/Argumentative Writing (a.k.a. persuasive writing)

Week 1

Unit Standards: Focus: Opinion ELACC5W1 3 opinion pieces supporting a position ELACC5W1, 4, 5, 6, 10

During the unit:



Week 2:

Unit Duration/Dates: January 13- Feb. 28 Week 3


Week 4

Week 5

Week 6

Social Studies (5th)

Subject: GPS Social Studies Weekly Skills and Concepts/Mini-LessonsUnit 1: Civil War Week 1

Lessons 1-5Unit Standards:SS5H1 The student will explain the causes, major events, and consequences of the Civil War.a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry and explain how each of these events was related to the Civil War.b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South.c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House.d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson.e. Describe the effects of war on the North and South.

Week 2Lessons 6-11

Unit Duration/Dates: 8/12-9/6 Week 3Lessons 12-15

Date to distribute Unit Study Guide: Friday 8/30 Week 4Lessons 16-21

Date to administer End-of-Unit Assessment: 9/2-9/6Miscellaneous Unit Project(s) or Research:Writing Performance Assessments


Subject: GPS Social Studies Weekly Skills and Concepts/Mini-LessonsUnit 2: Reconstruction Week 1

Lessons 1-5Unit Standards:SS5H2 The student will analyze the effects of Reconstruction on American life.a. Describe the purpose of the 13th, 14th, and 15th Amendments.b. Explain the work of the Freedmen’s Bureau.c. Explain how slavery was replaced by sharecropping and how African- Americans were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs.

Week 2Lessons 6-10


Date to distribute Unit Study Guide: 9/20Date to administer End-of-Unit Assessment: 9/23-9/27Miscellaneous Unit Project(s) or Research:Writing Performance Assessments


Subject: GPS Social Studies Weekly Skills and Concepts/Mini-LessonsUnit 3 : Turn of the Century America Week 1

Lessons 1-6Unit Standards:SS5H3The student will describe how life changed in America at the turn of the century.a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).c. Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal.d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.

Week 2Lessons 7-12

Unit Duration/Dates:9/30-10/25

Week 3Lessons 13-20

Date to distribute Unit Study Guide: 10/17-10/18Date to administer End-of-Unit Assessment: 10/21-10/25Miscellaneous Unit Project(s) or Research:Writing Performance Assessments


Subject: GPS Social Studies Weekly Skills and Concepts/Mini-LessonsUnit 4: World War I (including the Jazz Age) Week 1

Lessons 1-5Unit Standards: SS5H4 The student will describe U.S. involvement in World War I and post- World War I America.a. Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships, U.S. contributions to the war, and the impact of the Treaty of Versailles of 1919.b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).

Week 2Lessons 6-10


Date to distribute Unit Study Guide: 11/15 Week 4

Lessons 16-17Date to administer End-of-Unit Assessment:11/18-11/22Miscellaneous Unit Project(s) or Research:Writing Performance Assessments


Subject: GPS Social Studies Weekly Skills and Concepts/Mini-LessonsUnit 5: The Great Depression Week 1

Lessons 1-8Unit Standards:SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority.c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.

Week 2Lessons 9-16

Unit Duration/Dates: 12/2-12/13Date to distribute Unit Study Guide: 12/6Date to administer End-of-Unit Assessment:12/9-12/13Miscellaneous Unit Project(s) or Research:Writing Performance Assessments


Subject: GPS Social Studies Weekly Skills and Concepts/Mini-LessonsUnit 6: World War II Week 1

Lessons 1-5Unit Standards:SS5H6 The student will explain the reasons for America’s involvement in World War II.a. Describe Germany’s aggression in Europe and Japanese aggression in Asia.b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.c. Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki.d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.e. Describe the effects of rationing and the changing role of women and African- Americans; include “Rosie the Riveter” and the Tuskegee Airmen.f. Explain the U.S. role in the formation of the United Nations.

Week 2Lessons 6-10

Unit Duration/Dates:12/16- 1/24

Week 3Lessons 11-14

Date to distribute Unit Study Guide: 1/17 Week 4Date to administer End-of-Unit Assessment:1/20-1/24

Lessons 15-20

Miscellaneous Unit Project(s) or Research:Writing Performance Assessments


Subject: GPS Social Studies Weekly Skills and Concepts/Mini-LessonsUnit 7: Cold War and Civil Rights Week 1

Lessons 1-6Unit Standards:SS5H7 The student will discuss the origins and consequences of the Cold War.a. Explain the origin and meaning of the term “Iron Curtain.”b. Explain how the United States sought to stop the spread of communism through the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization.c. Identify Joseph McCarthy and Nikita Khrushchev.SS5H8 The student will describe the importance of key people, events, and developments between 1950-1975.a. Discuss the importance of the Cuban Missile Crisis and the Vietnam War.b. Explain the key events and people of the Civil Rights movement; include Brown v. Board of Education (1954), Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.c. Describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr.d. Discuss the significance of the technologies of television and space exploration.

Week 2Lessons 7-12

Unit Duration/Dates:1/27- 2/28

Week 3Lessons 13- 17

Date to distribute Unit Study Guide:2/14

Week 4Lessons 18-25

Date to administer End-of-Unit Assessment:2/28Miscellaneous Unit Project(s) or Research:Writing Performance Assessments


Subject: GPS Social Studies Weekly Skills and Concepts/Mini-LessonsUnit 8: America Since 1975 Week 1

Lessons 1-10Unit Standards:SS5H9 The student will trace important developments in America since 1975.a. Describe U. S. involvement in world events; include efforts to bring peace to the Middle East, the collapse of the Soviet Union, Persian Gulf War, and the War on Terrorism in response to September 11, 2001.b. Explain the impact the development of the personal computer and Internet has had on American life.

Week 2Lessons 11-23

Unit Duration/Dates: 3/3- 3/14



Subject: GPS Social Studies Weekly Skills and Concepts/Mini-LessonsUnit 9: Personal Finance Week 1

Lessons 1-6Unit Standards:SS5E3 The student will describe how consumers and businesses interact in the United States economy across time. a. Describe how competition, markets, and prices influence people’s behavior. b. Describe how people earn income by selling their labor to businesses. c. Describe how entrepreneurs take risks to develop new goods and services to start a business. SS5E4 The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.

Week 2Lessons 7-12

Unit Duration/Dates: 3/17- 3/28



Subject: GPS Social Studies Weekly Skills and Concepts/Mini-LessonsUnit 10: Effective Citizenship Week 1 (pull from last year)

Unit Standards:SS5CG1 The student will explain how a citizen’s rights are protected under the U.S. Constitution.a. Explain the responsibilities of a citizen.b. Explain the freedoms granted and rights protected by the Bill of Rights.

Week 2 (pull from last year)

Unit Duration/Dates: 3/31-4/18


CCGPS Mathematics (5th)

Subject: CCGPS Mathematics Weekly Skills and Concepts/Mini-LessonsUnit 1: Order of Operations and Whole Numbers Week 1

MCC5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Unit Standards:MCC5.OA.1MCC5.OA.2MCC5.NBT.1MCC5.NBT.2MCC5.NBT.5MCC5.NBT.6

Week 2MCC5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. MCC5.NBT.1. Recognize that in a multi-digit number (only focus on whole numbers for this unit), a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Unit Duration/Dates:

8/12-9/13

Week 3MCC5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a (whole) number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. Note: This standard will come up again in Unit 3 with multiplying decimals).• MCC5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Date to distribute Unit Study Guide: 9/6 Week 4MCC5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Date to administer End-of-Unit Assessment (including performance task assessment(s): 9/11-9/13

Week 5Review all skills and ASSESS!

Miscellaneous Unit Project (s) or Research:


Subject: CCGPS Mathematics Weekly Skills and Concepts/Mini-LessonsUnit 2: Numbers and Operations in Base Ten (Decimals) Week 1

MCC5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.• Students will work with place values from thousandths to one million.

Unit Standards:MCC5.NBT.1 MCC5.NBT.3MCC5.NBT.4MCC5.NBT.7

Week 2MCC5.NBT.3 Read, write, and compare decimals to thousandths.a. Read and write decimals to thousandths using base ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of

comparisons.Unit Duration/Dates: 9/-16-10/25

Week 3MCC5.NBT.4 Use place value understanding to round decimals to any place. Perform operations with multi-digit whole numbers and with decimals to hundredths.

Date to distribute Unit Study Guide: 10/18 Week 4MCC5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (NOTE: Addition and subtraction are taught in this unit, but the standard is continued in Unit 3: Multiplication and Division with Decimals.)


Week 5Review and Assess!

Miscellaneous Unit Project (s) or Research:


Subject: CCGPS Mathematics Weekly Skills and Concepts/Mini-LessonsUnit 3: Multiplying and Dividing w/ Decimals Week 1

MCC5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Unit Standards:MCC5.NBT.2MCC5.NBT.7

Week 2MCC5.NBT.7 ***(Add and subtract) decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Unit Duration/Dates: 10/28-12/13 Week 3MCC5.NBT.7 ***(Multiply) decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Date to distribute Unit Study Guide: 12/6 Week 4MCC5.NBT.7**** (Divide) decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.


Week 5Intense remediation and interventions on ALL unit skills!

Miscellaneous Unit Project (s) or Research: Week 6Review and Assess!


Subject: CCGPS Mathematics Weekly Skills and Concepts/Mini-LessonsUnit 4: Adding Subtracting Multiplying and Dividing Fractions Week 1

*Review 4 th Grade prerequisite skills for this unit: equivalent fractions, improper fractions, mixed numbers, simplifying fractions, least common denominator, comparing and ordering fractions

Unit Standards:MCC5.NF.1MCC5.NF.2MCC5.NF.3MCC5.NF.4MCC5.NF.5MCC5.NF.6MCC5.NF.7MCC5.MD.2

Week 2*Continue reviewing 4th grade prerequisite skills in small groups for those students who are still struggling with the concepts.

MCC5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.

Unit Duration/Dates: 12/16-2/7 Week 3MCC5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Date to distribute Unit Study Guide: 1/31 Week 4MCC5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.


Week 5MCC5.NF.5 Interpret multiplication as scaling (resizing), by:a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.

Miscellaneous Unit Project (s) or Research: Week 6MCC5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.MCC5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.

***Intense remediation and interventions! Review and Assess!


Subject: CCGPS Mathematics Weekly Skills and Concepts/Mini-LessonsUnit 5: Geometry and the Coordinate Plane Week 1

MCC5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

Unit Standards:MCC5.G.1MCC5.G.2MCC5.OA.3

Week 2MCC5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

REVIEW AND ASSESS!Unit Duration/Dates: 2/10-2/28Date to distribute Unit Study Guide: 3/7 (combine with Unit 6 standards) Date to administer End-of-Unit Assessment (including performance task assessment(s): : (combine with Unit 6 assessment)Miscellaneous Unit Project (s) or Research:


Subject: CCGPS Mathematics Weekly Skills and Concepts/Mini-LessonsUnit 6: 2-Dimensional Figures Week 1

MCC5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

Unit Standards:MCC5.G.3MCC5.G.4

Week 2MCC5.G.4 Classify two-dimensional figures in a hierarchy based on properties.

Unit Duration/Dates: 3/3-3/14Date to distribute Unit Study Guide: 3/7 (combined with unit 5 standards)Date to administer End-of-Unit Assessment (including performance task assessment(s): 3/12-3/14 (combine with unit 5)Miscellaneous Unit Project (s) or Research:


Subject: CCGPS Mathematics Weekly Skills and Concepts/Mini-LessonsUnit 7: Volume and Measurement Week 1

MCC5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

Unit Standards:MCC5.MD.1MCC5.MD.2MCC5.MD.3MCC5.MD.4MCC5.MD.5

Week 2MCC5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.MCC5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.a. Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

Unit Duration/Dates: 3/17-4/18 Week 3MCC5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.c. Recognize volume as additive. Find volumes of solid figures composed of two non- overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

Date to distribute Unit Study Guide: N/A

***CRCT study guide for all math standards will be posted on our webpage by this time.

Week 4MCC5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.**Review and Assess!

Date to administer End-of-Unit Assessment (including performance task assessment(s): 4/16-4/18Miscellaneous Unit Project (s) or Research:

Science (5th)

Subject: GPS Science Weekly Skills and Concepts/Mini-LessonsUnit 1: Cells and Microorganisms Week 1

Harcourt Science Chapter and Lesson(s):Chapter 5, Lesson 1: What are cells? (p. 236)**Investigate: Observing Cells (p. 238-239)*Review the microscope (and parts) (p. 8-9 of the textbook)

Unit Standards:

S5P1. Students will verify that an object is the sum of its parts. b. Investigate how common items have parts that are too small to be seen without magnification.

S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled). a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure. b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts. c. Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled organisms.

S5L4. Students will relate how microorganisms benefit or harm larger organisms. a. Identify beneficial microorganisms and explain why they are beneficial. b. Identify harmful microorganisms and explain why they are harmful.

Week 2Harcourt Science Chapter and Lesson(s):Chapter 5, Lesson 2 : What are microorganisms? (p. 250)**Investigate: Mircroorganisms in Pond Water (p. 252)

*Distribute unit project guidelines and rubric (due by the end of week 4).

Unit Duration/Dates: 8/12-9/6 Week 3Differentiated Instruction: Science Leveled Readers Cells to MicroorganismsCells and Microorganisms Up CloseHelping the Body Fight Disease: Cancer Research

Date to distribute Unit Study Guide: 8/30 Week 4Review and Assess!

Date to administer End-of-Unit Assessment: 9/4-9/6Miscellaneous Unit Project(s) or Research:Part1: After viewing cells through a micro-slide viewer or microscope, students will draw and label the parts of an animal cell (nucleus, chromosome, cell membrane, cytoplasm, vacuole, mitochondria) and a plant cell (nucleus, chromosomes, cell membrane, cell wall, cytoplasm, chloroplasts, vacuoles, mitochondria). Students create a Venn Diagram to compare and contrast plant and animal cells, including a brief description of each organelle’s function.Part 2: Students choose either a single-celled (ex. protists, bacteria) or a multi-celled organism (ex. tissue cell i.e., nerve cell, muscle cell) they would like to be from the examples provided. Using a medium of their choice (i.e. poem, poster, rap), they depict their structure and function.

Science (5th)

Subject: GPS Science Weekly Skills and Concepts/Mini-LessonsUnit 2: Classification of Living Things Week 1

Harcourt Science Chapter and Lesson(s):Chapter 6, Lesson 1: How are living things grouped? p. 268**Review what it means to “classify” (pg. 32 of the textbook)**Investigate: Classify Shoes p. 270-271

Unit Standards:S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).b. Demonstrate how plants are sorted into groups.

Week 2Harcourt Science Chapter and Lesson(s):Chapter 6, Lesson 2: What are vertebrates and invertebrates? P. 280**Investigate: Build a Model Backbone p. 262

*Distribute unit project guidelines and rubric (due at the end of week 4).

Unit Duration/Dates: 9/9-10/4 Week 3Harcourt Science Chapter and Lesson(s):Chapter 6, Lesson 3: How are plants sorted into groups? P. 292***Investigate: Vascular Plant Parts p. 294

Differentiated Instruction: Science Leveled Readers Multicellular OrganismsInvestigating Multicellular OrganismsDiscovery at Blue Moon Bay


Date to administer End-of-Unit Assessment: 10/2-10/4Miscellaneous Unit Project(s) or Research:Cooperative Groups: Working in small groups, students bring in at least 3 pictures (digital photos, magazine pictures, or Internet printouts) of animals from each vertebrate group. They will sort these by group (fish, birds, reptiles, mammals, and amphibians) and display on a poster. Poster will include a description of the common characteristics of each group.

and/orCooperative Groups: Working in small groups, students will sort examples of real plants from each classification (vascular and non-vascular) and explain the common characteristics. Materials: For each group - plants such as ferns, flowering plants, vegetables, moss, etc.

Science (5th)

Subject: GPS Science Weekly Skills and Concepts/Mini-LessonsUnit 3: Genetics/Heredity Week 1

Harcourt Science Chapter and Lesson(s):Chapter 7, Lesson 2: How are characteristics inherited? P. 324

Unit Standards:S5L2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors.a. Compare and contrast the characteristics of learned behaviors and of inherited traits. b. Discuss what a gene is and the role genes play in the transfer of traits.Teacher note: Be sensitive to this topic since biological parents may be unavailable.

Week 2Harcourt Science Chapter and Lesson(s):Chapter 7, Lesson 3: What other factors affect characteristics? p.338**Investigate: Learned and Inherited Behaviors p. 340

Unit Duration/Dates: 10/14-11/1 Week 3Differentiated Instruction: Science Leveled Readers Growth and InheritanceHeredityDesigner Plants

**Review and Assess!Date to distribute Unit Study Guide: 10/25Date to administer End-of-Unit Assessment: 10/30-11/1Miscellaneous Unit Project(s) or Research:

Science (5th)

Subject: GPS Science Weekly Skills and Concepts/Mini-LessonsUnit 4: Electricity and Magnetism Week 1

Harcourt Science Chapter and Lesson(s):Chapter 4, Lesson 1: What is static electricity? **Investigate: Rub a Balloon p. 176

Chapter 4, Lesson 2: What makes a circuit? P. 186

Unit Standards:S5P3. Students will investigate the electricity, magnetism, and their relationship.a. Investigate static electricity.b. Determine the necessary components for completing an electric circuit.c. Investigate common materials to determine if they are insulators or conductors of electricity.d. Compare a bar magnet to an electromagnet.

Week 2**Investigate: Make a Light Bulb Light Up p. 188

Harcourt Science Chapter and Lesson(s):Chapter 4, Lesson 3: What are conductors and insulators? P. 202***Investigate: Testing Conductors and Insulators p. 204

Unit Duration/Dates: 11/4-12/13 Week 3Harcourt Science Chapter and Lesson(s):Chapter 4, Lesson 4: What makes an electromagnet? P. 212**Investigate: Make an Electromagnet p. 214

*Distribute unit project guidelines and rubric (optional; due by the end of Week 5)

Date to distribute Unit Study Guide: 12/6 Week 4Differentiated Instruction: Science Leveled ReadersElectricity and MagnetismInvestigating Electricity and MagnetismIt’s Current

Date to administer End-of-Unit Assessment: 12/11-12/13 Week 5Review and Assess!

Miscellaneous Unit Project(s) or Research:

Role: An 1800’s pioneer.

Audience: Peers

Scenario: You are a pioneer in the late 1800s and live in a log cabin on the plains. Electricity has now become available to the region. You have read newspaper articles about an inventor named Edison and his new appliances for the home. You will work in small groups to discuss the pros and cons of this technology, and figure out how to safely modify your log cabin to incorporate electricity.

Product: Your group will design and construct a log cabin (shoe box) including the new technology of electricity (simple circuits). The group will design a blueprint to scale including a diagram of electrical wiring. Measurements must be accurate for the ordering of materials, such as wire, bulbs, and batteries. Materials will be ordered using the correct forms from the class supply clerk. Completed designs will demonstrate the use of electric circuits to light the cabin safely.

OrSummative Assessment (at the end of the unit)Part 1. Your younger sister has complained for several days during the winter about her hair standing up when she combs it, her dress sticking to her legs, and being “shocked” when she walks across the carpet and touches the doorknob. Explain to her what is happening

and why.

Part 2. Demonstrate two different ways to connect three wires, a bulb and a dry cell to get the bulb to light. Test a variety of materials to determine which are conductors and which are insulators and explain the difference.

Part 3. After observing teacher creating an electromagnet, students will describe steps to create an electromagnet and explain differences in strength between a bar magnet and an electro-magnet. (To create an electromagnet, tightly wrap three iron nails with copper wire. Attach one end of wire to the negative end of a battery and the other end of the wire to the positive).

Science (5th)

Subject: GPS Science Weekly Skills and Concepts/Mini-LessonsUnit 5: Chemical and Physical Changes Week 1

Harcourt Science Chapter and Lesson(s):Chapter 3, Lesson 1: What is matter made of? P. 126**Investigate: A Solution to the Problem p. 128

Unit Standards:S5P1 Students will verify that an object is the sum of its parts.a.Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts.S5P2 Students will explain the difference between a physical change and a chemical change.a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.

Week 2Harcourt Science Chapter and Lesson(s):

Chapter 3, Lesson 2: What are physical changes in matter?***Investigate: Drop by Drop p. 142

Chapter 3, Lesson 3: What are chemical changes in matter?**Investigate: Wet Wool p. 156

Unit Duration/Dates: 12/16-1/24 Week 3

Differentiated Instruction: Science Leveled ReadersChanges in MatterChanging MatterLighter Than Water, Heavier Than Air

*Complete the unit project (in small groups) during class time. (optional)


Date to administer End-of-Unit Assessment: 1/22-1/24Miscellaneous Unit Project(s) or Research:Goal: You and your classmates will create a comic book demonstrating various physical changes and chemical changes. Role: Illustrator or Author

Audience: Other fifth grade students

Scenario: As a superhero, you are charged with providing a thorough understanding of physical and chemical changes. Throughout the unit you have experimented with various chemical and physical changes

and it is now up to you and your class to illustrate and author a comic book that all fifth grade students can use to help understand these concepts. The first scene should be a brief overview of the language used in the unit. The second scene should illustrate and explain the states of matter using water as your example. The next scene will encompass all of the effects of a chemical change. The last scene should provide reassurance of understanding of the differences between physical and chemical changes. The comic strip should encourage students to experiment with basic substances while under the guidance of an adult that is following all of the safety precautions.

Product: A comic book to be housed in the classroom and used as a hook for students in future years. The comic strip may also be used as a remediation tool.

Science (5th)

Subject: GPS Science Weekly Skills and Concepts/Mini-LessonsUnit 6: Earth Week 1

Harcourt Science Chapter and Lesson(s):Chapter 2, Lesson 1: What are some of Georgia’s landforms? P. 60Chapter 2, Lesson 2: What causes changes to landforms? P. 74

Unit Standards:S5E1: Students will identify surface features of the Earth caused by constructive and destructive processes. a. Identify surface features caused by constructive processes. Deposition (deltas, sand dunes, etc.) Earthquakes Volcanoes Faultsb. Identify and find examples of surface features caused by destructive processes. Erosion (water – rivers and oceans, wind) Weathering Impact of organisms Earthquake Volcanoc. Relate the role of technology and human intervention in the control of constructive and destructive processes. seismological studies, flood control, (dams, levees, storm drain management, etc.) beach reclamation (Georgia coastal islands)

Week 2Harcourt Science Chapter and Lesson(s):Chapter 2, Lesson 3: How do movements of the crust change landforms? P. 86

**Distribute unit project guidelines and rubric (due at the end of week 4).

Unit Duration/Dates: 1/27-2/28 Week 3Harcourt Science Chapter and Lesson(s):Chapter 2, Lesson 4: How do humans change landforms? P. 100

Differentiated Instruction: Science Leveled ReadersLandforms of GeorgiaHow do Landforms ChangeErupting Into History


Date to administer End-of-Unit Assessment: 2/26-2/28

Miscellaneous Unit Project(s) or Research:

Culminating Activity: Develop a travel poster of Georgia landforms that have been shaped by constructive, destructive forces, or by a combination of both forces.

Goal: Apply knowledge and understanding of earth’s constructive and destructive forces within a real world scenario. Role: Travel Agent Audience: peers, administrators, public

Scenario (to student): Your travel agency is developing an overnight field trip for students to learn more about constructive and

destructive forces in Georgia. Your job is to create a travel poster, or PowerPoint infomercial, of your field trip that will attract principals and schools to your travel agency. Remember to be creative and select only the best attractions that support student learning! Your fleet of coach busses is waiting, so good luck!

Product(to student):Using information from your research, activities, and field experiences, create a poster that describes what students can learnduring their field trip. This field trip should support Georgia learning standards by highlighting Georgia’s own landforms and surface features shaped by constructive and destructive forces. It will be important that your travel poster include a map of Georgia that identifies, locates, and describes at least:o 2 landforms in Georgia that were caused by constructive forces,o 2 landforms in Georgia that were caused by destructive forces, ando 1 landform or process that involves both constructive and destructive forces.In your research and development, it will also be important that your travel poster show what forces were involved in creating or destroying these landforms. Your poster should be colorful and attractive for principals and schools to review, complete with illustrations and/or photographs. You might also consider types of accommodations for large groups of students to visit and other unique characteristics that the locations might provide.Use the rubric to help guide you during your construction. I know everyone in your agency will be eager to see what you will develop and present to the principals and schools!

Consider providing a list of landforms in Georgia, with possibly some being more local to your area, that students can choose from. For example: Tallulah Falls, Appalachian Mountains, Pine Mountain, Stone Mountain, Amicalola Falls, Sawnee Mountain, Brasstown Ball, Yonah Mountain, Brevard Fault Zone, Lookout Mountain, Blue Ridge Mountains, Cumberland Plateau, Sand Mountain, Providence Canyon, Okefenokee Swamp, Georgia Barrier Islands, Georgia Rivers (Chattahoochee, etc.)

Science (5th)

Spiral Review and CRCT Test Prep for Science

Week of March 3rd: Review Unit 1

Week of March 10th: Review Unit 2



Week of March 31st: Review Unit 5

Week of April 14th: Review Unit 6

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