overarching standardimages.pcmac.org/sisfiles/schools/al/mobilecounty/maryvaleelem… · wonders...

MCPSS Instructional Planning Guide 5th Grade

Quarter 3 Week 1 January 4-6, 2017

OVERARCHING STANDARD

RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

PRIORITY STANDARDS SUPPORTING STANDARDS READING FOUNDATIONAL

RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

WONDERS LESSON WILL BEGIN NEXT WEEK

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate

rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

http://www.corestandards.org/ELA-Literacy/RF/5/4/



WRITING SPEAKING AND LISTENING LANGUAGE

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

b. Apply grade 5 reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]").

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

TRAITS WRITING LESSONS: Expository (Unit 5, Week 2) TRAIT: Ideas

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

c. Use verb tense to convey various times, sequences, states, and conditions.

d. Recognize and correct inappropriate shifts in verb tense.

e. spell grade-appropriate words correctly, consulting references as needed.

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

TRAITS CONVENTION: Applying Grammar and Usage

SCIENCE SOCIAL STUDIES

A ROTATION

MATTER AND INTERACTIONS

(3rd Quarter)

(Standards 5.1, 5.2, 5.3, 5.4, 5.5)

B ROTATION

ECOSYSTEMS UNIT

(3rd & 4th Quarters)

(Standards 5.8, 5.9, 5.10, 5.11, 5.14, 5.15, 5.16, & 5.17)

ACOS 8 Identify major events of the American Revolution, including the battles of Lexington and

Concord, Bunker Hill, Saratoga, and Yorktown.

• Describing principles contained in the Declaration of Independence.

• Explaining contributions of Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry,

Thomas Paine, George Washington, Haym Solomon, and supporters from other countries to the

American Revolution.

• Explaining contributions of ordinary citizens, including African Americans and women, to the

American Revolution.

http://www.corestandards.org/ELA-Literacy/L/5/1/

http://www.corestandards.org/ELA-Literacy/L/5/1/b/

http://www.corestandards.org/ELA-Literacy/L/5/1/d/











RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate,

and expression on successive readings. c. Use context to confirm or self-correct word recognition and


Wonders Unit 3 Week 1




WRITING SPEAKING AND LISTENING LANGUAGE W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.






TRAITS WRITING LESSONS: Expository (Unit 5, Week 3) TRAIT: Organization










d. Recognize and correct inappropriate shifts in verb tense



TRAITS CONVENTION: Checking Spelling


A ROTATION


(3rd Quarter)

(Standards 5.1, 5.2, 5.3, 5.4, 5.5)

B ROTATION

ECOSYSTEMS UNIT


(Standards 5.8, 5.9, 5.10, 5.11, 5.14, 5.15, 5.16, & 5.17)

ACOS 8 Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

• Describing efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, boycotts, and the Second Continental Congress.

• Locating on a map major battle sites of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.











Wonders Unit 3 week 2


RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).



RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


MCPSS Instructional Planning Guide

5th Grade Quarter 3 Week 3

January 16-20, 2017


W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

d. Provide a concluding statement or section related to the opinion presented.






TRAITS WRITING LESSONS: Persuasive (Unit 7, Week 3) TRAIT: Voice


SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 language standards 1 and 3 here for specific expectations.)



L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although.



A ROTATION


(3rd Quarter)

(Standards 5.1, 5.2, 5.3, 5.4, 5.5)

B ROTATION

ECOSYSTEMS UNIT


(Standards 5.8, 5.9, 5.10, 5.11, 5.14, 5.15, 5.16, & 5.17)

ACOS 10 Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States, including the War of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican-American War, and the Gold Rush of 1849.

• Identifying the impact of technological developments on United States' expansion. Examples: steamboat, steam locomotive, telegraph, barbed wire.

http://www.corestandards.org/ELA-Literacy/SL/5/3/


http://www.corestandards.org/ELA-Literacy/L/5/


5th Grade Quarter 3 Week 4

January 23-27, 2017 OVERARCHING STANDARD

RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.


RI.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (Teachers will need to plan for additional whole group instruction on this standard. This standard is only taught this week during small group on days 1 & 3 and during whole group on day 2).

RI. 5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (Teachers will need to plan for additional whole group instruction on this standard. This standard is only taught this week during small group on day 4 and whole group on day 5).

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.




a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and






WRITING SPEAKING AND LISTENING LANGUAGE W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting, illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.






TRAITS WRITING LESSONS: Reality Check 4











d. Recognize and correct inappropriate shifts in verb tense

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).


A ROTATION


(3rd Quarter)

(Standards 5.1, 5.2, 5.3, 5.4, 5.5)

B ROTATION

ECOSYSTEMS UNIT


(Standards 5.8, 5.9, 5.10, 5.11, 5.14,

5.15, 5.16, & 5.17)

ACOS 8 Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

• Recognizing reasons for colonial victory in the American Revolution. • Explaining the effect of the Treaty of Paris of 1783 on the development of the United States.









Quarter 3 Week 5 January 30 – February 3, 2017




RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.


RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication

patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and

expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading

as necessary.




Quarter 3 Week 5 January 30 – February 3, 2017


W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.



W.5.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.


a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").


TRAITS WRITING LESSONS: Narrative (Unit 6, Week 1) TRAIT: Voice









b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. d. Recognize and correct inappropriate shifts in verb tense.

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.





A ROTATION


(3rd Quarter)

(Standards 5.1, 5.2, 5.3, 5.4, 5.5)

B ROTATION

ECOSYSTEMS UNIT


(Standards 5.8, 5.9, 5.10,

5.11, 5.14, 5.15, 5.16, & 5.17)

ACOS 9 Explain how inadequacies of the Articles of Confederation led to the creation and eventual ratification of the Constitution of the United States.

• Describing major ideas, concepts, and limitations of the Constitution of the United States, including duties and powers of the three branches of government.




http://www.corestandards.org/ELA-Literacy/L/5/3/a/


http://www.corestandards.org/ELA-Literacy/L/5/5/c/


Quarter 3 Week 6 February 6-10, 2017




RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (Teachers will need to plan for additional whole group instruction on this standard. This standard is only taught this week during small group on day 5 and whole group on day 2).

RI.5.6 Analyze multiple accounts of the same event or topic,

noting important similarities and differences in the point of view they represent. (Teachers will need to plan for additional whole group instruction on this standard. This standard is only taught this week during small group on day 1 and whole group on day 2).

RI.5.8 Explain how an author uses reasons and evident to

support particular points in a text, identifying which reasons and evidence support which point(s). (Teachers will need to plan for additional whole group instruction on this standard. This standard is only taught this week during small group on days 1 & 3 and whole group on days 2 & 5).

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (Teachers will need to plan for additional whole group instruction on this standard. This standard is only taught this week during small group on day 4 and whole group on days 4 & 5).












WRITING SPEAKING AND

LISTENING LANGUAGE

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.




W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters,

settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").


TRAITS WRITING LESSONS: Narrative (Unit 6, Week 2) TRAIT: Word Choice




a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. e. Use correlative conjunctions (e.g., either/or, neither/nor).

L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.





A ROTATION


(3rd Quarter)

(Standards 5.1, 5.2, 5.3, 5.4, 5.5)

B ROTATION

ECOSYSTEMS UNIT


(Standards 5.8, 5.9, 5.10, 5.11, 5.14, 5.15, 5.16, & 5.17)

ACOS 9 Explain how inadequacies of the Articles of Confederation led to

the creation and eventual ratification of the Constitution of the United

States.

• Identifying factions in favor of and opposed to ratification of the

Constitution of the United States. Example: Federalist and Anti-

Federalist factions.

• Identifying main principles in the Bill of Rights.









RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate and answer to a question quickly or to solve a problem efficiently.

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.











LISTENING LANGUAGE

W.5.3 Write narratives to develop real or imagined experiences or events USING effective technique, descriptive details, and clear event sequences.


c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. e. Provide a conclusion that follows from the narrated experiences or events.





a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").


TRAITS WRITING LESSONS: Narrative (Unit 6, Week 3) TRAIT: Sentence Fluency



L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce

sentences for meaning,

reader/listener interest, and style.

b. Compare and contrast the

varieties of English (e.g., dialects,

registers) used in stories, dramas,

or poems.

L.5.5 Demonstrate understanding of

figurative language, word relationships,

and nuances in word meanings.

c. Use the relationship between

particular words (e.g., synonyms,

antonyms, homographs) to better

understand each of the words.



A ROTATION


(3rd Quarter)

(Standards 5.1, 5.2, 5.3, 5.4, 5.5)

B ROTATION

ECOSYSTEMS UNIT


(Standards 5.8, 5.9, 5.10, 5.11, 5.14, 5.15, 5.16, & 5.17)

ACOS 9 Explain how inadequacies of the Articles of Confederation led to the creation and eventual ratification of the Constitution of the United States.

• Analyzing the election of George Washington as President of the United States for its impact on the role of president in a republic.













RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (Teachers will need to plan for additional whole group instruction on this standard. This standard is only taught this week during small group on day 4 and whole group on day 5).




RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).










WRITING SPEAKING AND LISTENING LANGUAGE W.5.3 Write narratives to develop real or imagined experiences or events USING effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.


c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or events.






W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes, and audiences.

TRAITS WRITING LESSONS: Reality Check 5




a. Use punctuation to separate items in a series.

b. Use a comma to separate an introductory element from the rest of the sentence.

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works.

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).


A ROTATION


(3rd Quarter)

(Standards 5.1, 5.2, 5.3, 5.4, 5.5)

B ROTATION

ECOSYSTEMS UNIT


(Standards 5.8, 5.9, 5.10, 5.11,

5.14, 5.15, 5.16, & 5.17)

ACOS 10 Describe political, social, and economic events between 1803 and 1860 that led

to the expansion of the territory of the United States, including the War of 1812, the

Indian Removal Act, the Texas-Mexican War, the Mexican-American War, and the Gold

Rush of 1849.

• Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis

and William Clark for their impact on Westward Expansion.

• Explaining the purpose of the Monroe Doctrine.











5th Grade Quarter 3 Week 9 March 6-10, 2017




RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (Teachers will need to plan for additional whole group instruction on this standard. This standard is only taught this week during small group on day 4 and whole group on day 5).




RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.









Quarter 3 Week 9 March 6-10, 2017



a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.

b. Provide logically ordered reasons that are supported by facts and details.






TRAITS WRITING LESSONS: Persuasive (Unit 7, Week 1) TRAIT: Ideas





e. Spell grade-appropriate words correctly, consulting references as needed.







A ROTATION


(3rd Quarter)

(Standards 5.1, 5.2, 5.3, 5.4, 5.5)

B ROTATION

ECOSYSTEMS UNIT


(Standards 5.8, 5.9, 5.10, 5.11, 5.14, 5.15, 5.16, & 5.17)

ACOS 10 Describe political, social, and economic events between 1803 and 1860 that led to the

expansion of the territory of the United States, including the War of 1812, the Indian Removal Act,

the Texas-Mexican War, the Mexican-American War, and the Gold Rush of 1849.

• Identifying Alabama's role in the expansion movement in the United States, including the

Battle of Horseshoe Bend and the Trail of Tears. (Alabama)









RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (Teachers will need to plan for additional whole group

instruction on this standard. This standard is only taught this week during small group on days 1-3 and whole group on day 2).

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (Teachers will need to plan for additional whole group instruction on this standard. This standard is only taught this week during whole group on day 5).

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate and answer to a question quickly or to solve a problem efficiently.

RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (Teachers will need to plan

for additional whole group instruction on this standard. This standard is only taught this week during whole group on day 2).

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (Teachers will need to plan for additional whole group instruction on this standard. This standard is only taught this week during small group on day 4 and whole group on day 5).





RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate,

and expression on successive readings. c. Use context to confirm or self-correct word recognition and






LISTENING LANGUAGE


c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).






TRAITS WRITING LESSONS: Persuasive (Unit 7, Week 2) TRAIT: Organization







b. Recognize and explain the meaning of common idioms, adages, and proverbs.


L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).



A ROTATION


(3rd Quarter)

(Standards 5.1, 5.2, 5.3, 5.4, 5.5)

B ROTATION

ECOSYSTEMS UNIT


(Standards 5.8, 5.9, 5.10, 5.11, 5.14, 5.15, 5.16, & 5.17)

ACOS 10 Describe political, social, and economic events between 1803 and 1860

that led to the expansion of the territory of the United States, including the War

of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican-

American War, and the Gold Rush of 1849.

• Identifying the impact of technological developments on United States'

expansion. Examples: steamboat, steam locomotive, telegraph, barbed

wire.




FIFTH GRADE SCIENCE STANDARDS

3rd Quarter

Rotation A Rotation B

MATTER & INTERACTIONS

(3rd Quarter)

1: Plan and carry out investigations (e.g., adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, evaporating salt water) to provide evidence that matter is made of particles too small to be seen.

2: Investigate matter to provide mathematical evidence, including graphs, to show that regardless of the type of reaction (e.g., new substance forming due to dissolving or mixing) or change (e.g., phase change) that occurs when heating, cooling, or mixing substances, the total weight of the matter is conserved.

3: Examine matter through observations and measurements to identify materials (e.g., powders, metals, minerals, liquids) based on their properties (e.g., color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, solubility, density).

4: Investigate whether the mixing of two or more substances results in new substances (e.g., mixing of baking soda and vinegar resulting in the formation of a new substance, gas; mixing of sand and water resulting in no new substance being formed).

5: Construct explanations from observations to determine how the density of an object affects whether the object sinks or floats when placed in a liquid.

ECOSYSTEMS (3rd & 4th Quarters)

8: Defend the position that plants obtain materials needed for growth primarily from air and water.

9: Construct an illustration to explain how plants use light energy to convert carbon dioxide and water into a storable fuel, carbohydrates, and a waste product, oxygen, during the process of photosynthesis.

10: Construct and interpret models (e.g., diagrams, flow charts) to explain that energy in animals' food is used for body repair, growth, motion, and maintenance of body warmth and was once energy from the sun.

11: Create a model to illustrate the transfer of matter among producers; consumers, including scavengers and decomposers; and the environment.

14: Use a model to represent how any two systems, specifically the atmosphere, biosphere, geosphere, and/or hydrosphere, interact and support life (e.g., influence of the ocean on ecosystems, landform shape, and climate; influence of the atmosphere on landforms and ecosystems through weather and climate; influence of mountain ranges on winds and clouds in the atmosphere).

15: Identify the distribution of freshwater and salt water on Earth (e.g., oceans, lakes, rivers, glaciers, ground water, polar ice caps) and construct a graphical representation depicting the amounts and percentages found in different reservoirs.

16: Collect and organize scientific ideas that individuals and communities can use to protect Earth's natural resources and its environment (e.g., terracing land to prevent soil erosion, utilizing no-till farming to improve soil fertility, regulating emissions from factories and automobiles to reduce air pollution, recycling to reduce overuse of landfill areas).

17: Design solutions, test, and revise a process for cleaning a polluted environment (e.g., simulating an oil spill in the ocean or a flood in a city and creating a solution for containment and/or cleanup).*

overarching standardimages.pcmac.org/sisfiles/schools/al/mobilecounty/maryvaleelem… · wonders...

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