science curriculum 5th grade - mifflin county school district · pdf filemcsd science...
TRANSCRIPT
1
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.A.1.1Anchor Descriptor - S5.A.1.1: Explain, interpret, and apply scientific, environmental, or technological knowledge presented in a variety of formats (visuals, scenarios, and graphs).
TaughtinUnit(s)NatureofScienceExplanation/ExampleofStandardStudentsusescientificinquiryand/ortechnologicaldesigntoexplainhowcertainquestionscanbeansweredthroughobservationsandthereviewofexperimentalresults.Theywilluseexplanations,predictions,andobservations,andexperimentalresults.CommonMisconceptionsStudentsmaynotbeversedininquirybasedlearning.Technologymeansmorethancomputers?
BigIdea(s) EssentialQuestion(s)Whenappropriatetechnologiesareapplied,precisequantitativemeasurements,andobservations,canbeusedtoorganizeandanalyzethedata.
Howdoespredicting,adapting,andusingevidenceaffectchangesmadeduringanexperimenttotestahypothesisandtoreachaconclusion?
Assessments Teacher Observation (shared responsibilities, on task, testing of various designs) Lab Report
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Recording and interpreting data Predicting results based on prior knowledge
Vocabulary Analysis Hypothesis Purpose Variables Procedures Data
Students should be able to conduct an experiment.
Throughexperimentation,studentswilldemonstratehowcertainquestionscanbeansweredthroughscientificinquiryand/ortechnologicaldesign(e.g.,Investigatetofindoutwhetherallclayorfoilboatsdesignsreactthesamewhenfilledwithpaperclips)
Throughexperimentation,studentswillmodelhowobservationsand/orexperimentalresultsareusedtosupportinferencesandclaimsaboutaninvestigationorrelationship(e.g.,makeaclaimbasedoninformationonagraph).
Describehowexplanations,predictions,andmodelsaredevelopedusingevidence.
ICanStatements I can complete an experiment in order to answer scientific questions through the use of inquiry and
technology. I can model how to use results from observations and experiments to support scientific facts. I can change my predictions, explanations, and designs based on evidence and data from my experiment.
Resources
2
http://serc.carleton.edu/NAGTWorkshops/oceanography/activities/73296.html http://serc.carleton.edu/sp/mnstep/activities/26312.html http://serc.carleton.edu/sp/mnstep/activities/26884.html
Reflections
3
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.A.2.1AnchorDescriptor‐S5.A.2.1:Applyknowledgeofscientificinvestigationortechnologicaldesigntomakeinferencesandsolveproblems.
TaughtinUnit(s)TheNatureofScienceExplanation/ExampleofStandardStudentswilldesignandexecuteanexperimentthathasbothdependent,andindependentvariables.Theywillthendeterminehowtomeasurevariables,andalsodescriberelationshipsbetweenvariablesbasedondataandobservations.CommonMisconceptionsThereisonlyonetypeofvariable.Studentsarefamiliarwithacontrolledexperiment.
BigIdea(s) EssentialQuestion(s)Bydesigningacontrolledexperiment,dependentandindependentvariableswillbeintroduced.Theirrelationshipwillbedescribedthroughtheinterpretationofthedataandobservation.
Whatisthedifferencebetweenindependentanddependentvariables?Whatchangesoccurafteraddinganindependentvariabletothecontrolledexperimentandhowdiditaffecttheoutcome?
AssessmentsTeacherObservationSupplementalWorksheetLabReport
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Familiarityandabilitytoapplythescientificmethod.
DifferencebetweenIndependentandDependentvariable.
Vocabulary IndependentVariable DependentVariable ControlledExperiment
Designasimple,controlledexperiment(fairtest)identifyingtheindependentanddependentvariables,howthedependentvariablewillbemeasuredandwhichvariableswillbeheldconstant(e.g.,relatetheeffectofvariables[mass,releaseheight,lengthofstring]tonumberofswingsofapendulum,investigatetherelationshipsbetweenvariablesinpaperairplanedesigns).
Describerelationshipsbetweenvariablesthroughinterpretationofdataandobservations(i.e.,makepredictions
4
forthe outcomeofacontrolledexperimentusingdatatablesandgraphs)
ICanStatements I can identify and collect relevant evidence, make observations and accurate measurements, and identify
variables in scientific investigation. I can create a hypothesis and plan a controlled experiment to test my prediction.
Resources
http://serc.carleton.edu/sp/mnstep/activities/26438.html
Reflections
5
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.A.2.2AnchorDescriptor‐S5.A.2.2:Applyappropriateinstrumentsforspecificpurposesanddescribetheinformationtheinstrumentscanprovide
TaughtinUnit(s)NatureofScienceExplanation/ExampleofStandardStudentswillbeabletouseavarietyofinstrumentsduringanexperimentandalsobeabletointerpretthedatacollectedfromtheuseoftheinstruments.CommonMisconceptionsPriorknowledgeofvariousScientifictoolsStudentshavetheabilitytointerpretandusethedatacollected
BigIdea(s) EssentialQuestion(s)Studentswilldetermineappropriatescientificinstrumentstocompleteanassignedtask,andalso,beabletointerpretthedatacollectedfromthoseinstruments.
Whatinstrumentwouldyouusetocompletethistask?HowcanIorganizemydatatoexplainmyresults?
AssessmentsTeacherObservationLabReport
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Readvariousweightsandmeasurements Familiaritywithvariousinstruments
suchasscale,ruler,thermometer…..Vocabulary
Customaryandmetricunitsofweight,distance,andvolume
Describetheappropriateuseofinstrumentsandscalestoaccuratelymeasuretime,mass,distance,volume,andtemperaturesafelyunderavarietyofconditions.
Explainhowtechnologyextendsandenhanceshumanabilitiesforspecificpurposes.
ICanStatements I can use appropriate instruments to achieve my desired results. I can read and interpret data collected with various instruments. I can organize collected data.
Resources
Reflections
6
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.A.3.1AnchorDescriptor‐S5.A.3.1:Applyknowledgeofsystemsandpatternstomakepredictions.
TaughtinUnit(s)NatureofScienceExplanation/ExampleofStandardStudentswillusetheirpriorknowledgeoftimeofday,monthandyear,phasesofthemoon,cloudformations,andweatherpatternstomakescientificpredictions.CommonMisconceptionsIknowthephasesofthemoon.Iknowvarioustypesofweatherpatternsandhowandwhytheyexist.
BigIdea(s) EssentialQuestion(s)Usingconceptsoftime,studentswillmakepredictionsaboutphasesofthemoonandwhyspecificweatherphenomenonoccur.
How do the phases of the moon affect our planet and our daily lives?
What information is considered when creating a weather forecast?
Are moon phases and weather patterns closely related?
AssessmentsTeacherObservationLabReportSupplementalWorksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
That the moon cycles through various stages. Weather patterns change according to various
regions and climates. Vocabulary
Types of clouds Weather terms (High pressure, Low Pressure,
etc.) Moon Phases
Make predictions based on patterns in natural systems (e.g., phases of the moon, time [day, month, and year], weather, and seasons).
ICanStatements I can read a weather map and predict the weather. I can identify the phases of the moon. I can determine various types of clouds.
Resources
Reflections
7
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.A.3.2AnchorDescriptor‐ S5.A.3.2:Applyknowledgeofmodelstomakepredictionsorexplaintechnologicalconcepts.
TaughtinUnit(s)NatureofScienceExplanation/ExampleofStandardStudentswillbeabletocreatemodels,diagrams,ordrawingstomakepredictionsandexplainscientificprocesses.CommonMisconceptions
Students are able to construct models and diagrams. Students can interpret data to make predictions.
BigIdea(s) EssentialQuestion(s)
Byconstructingmodelsanddiagramsofvariousscientificideas,studentsareabletomakepredictionsandexplainchangesthatoccur.
HowcanIrepresentmypredictionsandfindingsusingadiagramoramodel?
AssessmentsTeacherObservationConstructionofModelsLabReportSupplementalWorksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Howtouseclassroomresourcestoconstructmodels.
Varioustypesofdiagramsandhowtheyarebestused.
Representingthoughtsthroughart/drawing.
Describehowmodelsareusedtobetterunderstandtherelationshipsinnaturalsystems(e.g.,watercycle,Sun‐Earth‐Moon,ecosystems,observeanddrawadiagramtoshowtheeffectsofflowingwaterinawatershed).
ICanStatements I can represent my predictions and collected data using drawings, diagrams, or models. I can read a chart or diagram and make a prediction based on the observed data.
Resources
Reflections
8
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.B.1.1AnchorDescriptor‐S5.B.1.1:Describehowthecellisthebasicunitofstructureandfunctionforalllivingthings.
TaughtinUnit(s)BiologicalScienceExplanation/ExampleofStandardStudentswillunderstandthattheunitofthecellisthebasicbuildingblockforalllivingthingsandwillbeabletocompareitsstructureandfunctionforplantsandanimals.CommonMisconceptions
Organisms exist as a whole and are not made up of smaller parts. Only humans have cells. Only organisms with skin have cells.
BigIdea(s) EssentialQuestion(s)Asstudentsunderstandthecellasthebasicunitofalllivingthings,theywillcomparethefunctionandstructureofplantandanimalcells.
Whatorganismshavecells? Whatisthedifferencebetweenplantand
animalcells? Whatpartsmakeacell?
AssessmentsAnimalandPlantcelllabClassDiscussionTeacherObservationSupplementalWorksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Difference between plants and animals. Individual cells are not visible with the naked
eye. Interrelationship between plants and animals
and how they are dependent on each other.
Recognize that all organisms are composed of cells.
Explain the concept of the cell as the basic structural unit of all living things.
Compare the structure and function of basic cell parts in organisms (i.e., plants, animals).
ICanStatements I can describe the difference between plant and animal cells. I can describe the different parts of plant and animal cells. I can show how cells are present in all living things.
Resources
Reflections
9
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.B.2.1AnchorDescriptor‐ S5.B.2.1‐ Explainhowcertaininheritedtraitsand/orbehaviorsallowsomeorganismstosurviveandreproducemoresuccessfullythanothers.
TaughtinUnit(s)BiologicalSciencesExplanation/ExampleofStandardStudentswillbeabletoexplainhoworganismsadaptandhowinheritedtraitschangeinorderforthespeciestosurviveandreproducerealizingthatoutsideinfluencealsoplayaroleinthesuccessoftheorganism.CommonMisconceptions
There is no relationship between an organism and its environment that influences its chance to survive and thrive.
Organisms only adapted when they need to. Pollution does not affect an organism if it adapts.
BigIdea(s) EssentialQuestion(s)Whenconsideringthesurvivalofanorganism,certainfactorssuchasitsenvironment,andinheritedandacquiredtraits,playanimportantroleindeterminingsuccess.
Whatenvironmentalfactorsaffectthesurvivalofanorganism?
Whatisthedifferencebetweeninheritedandacquiredtraits?
AssessmentsLabReportClassDiscussionTeacherObservationSupplementalWorksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
What are traits? Parents pass on traits to their offspring. Organisms change and adapt in order to
survive. Vocabulary
Adaptation Environment Pollution Inherited/acquired
Differentiate between inherited and acquired traits (e.g., scars, injuries).
Explain how inherited traits help organisms survive and reproduce in different environments.
Explain how certain behaviors help organisms survive and reproduce in different environments.
Identify changes in environmental conditions that can affect the survival of populations and entire species.
ICanStatements I can differentiate between inherited and acquired traits. I can describe how adaptation of traits, and how an organisms behave, will increase its chance of survival
and reproduction. I can give examples of how changes in an organism’s environment will affect its survival rate and
population growth. Resources
11
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.B.3.1AnchorDescriptor‐S5.B.3.1:Describetherelationshipsbetweenorganismsindifferentecosystems.
TaughtinUnit(s)BiologicalScienceExplanation/ExampleofStandardStudentswillunderstandthatorganismsofalllevels,andfromdifferentorganismsdoimpacteachotherinmanyways.CommonMisconceptions
Ecosystems don’t overlap. Not all organisms fit into a food web.
BigIdea(s) EssentialQuestion(s)Studentswillbeabletoidentifyhowanorganismanditsrolefitintoanecosystem,andusingafoodweb,willbeabletodemonstrateinterconnectednessbetweenecosystems.
Whatisthedifferencebetweenproducers,consumers,anddecomposers?
Describeafoodweb,itsvariousparts,andhowitworks.
AssessmentsLabReportClassDiscussionTeacherObservationSupplementalWorksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Concepts of a food web. Various diets of different organisms
Vocabulary Producers, consumers, decomposers Ecosystem Food web
Describe the roles of producers, consumers, and decomposers within a local ecosystem.
Describe the relationships between organisms in different food webs.
ICanStatements I can create an accurate food web. I can determine whether an organism is a producer, consumer, or decomposer.
Resources
http://serc.carleton.edu/sp/mnstep/activities/26565.html (adaptations may be required)
Reflections
12
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.B.3.2AssessmentAnchor‐S5.B.3.2‐Explainhowrenewableandnonrenewableresourcesprovideforhumanneeds.
TaughtinUnit(s)BiologicalScienceExplanation/ExampleofStandardStudentswillexplaintheimportanceofrecyclinginordertomaintaintheintegrityofourplanetsothatwecanuserawmaterials,physicalresources,andfossilfuelstomeetourneeds.CommonMisconceptions
We have an unlimited supply of oil. We will never run out of resources because the earth will just make more.
BigIdea(s) EssentialQuestion(s)Studentswillunderstandthedifferencebetweenrenewable,andnonrenewableresources,andtheirroleinpreservingthem.
How do renewable and nonrenewable provide for human needs?
AssessmentsSupplementalWorksheetClassDiscussionLabReport
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
What is a renewable resource? What is a nonrenewable resource? Recycling and Reusing helps to
conserve Earth’s resources. Vocabulary
Fossil Fuel Alternative fuel Raw Material Physical Resource
Identify fossil fuels and alternative fuels used by humans.
Describe the usefulness of Earth’s physical resources as raw materials for the human-made world.
Explain how different items are recycled and reused.
ICanStatements I can distinguish between renewable and nonrenewable resources. I can identify the difference between fossil fuels and alternative fuels.
Resources
Reflections
13
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.C.1.1 Anchor Descriptor - S5.C.1.1: Describe the observable physical properties of matter.
TaughtinUnit(s)PhysicalScienceExplanation/ExampleofStandardStudentswillbeabledifferentiatebetweenvolumeandmassandalsoidentifyvariouscharacteristicpropertiesofmatterthatareindependentofthesetwotypesofmeasurement.CommonMisconceptions
Definition of matter. Mass and Volume are the same. Characteristics are limited to physical descriptions.
BigIdea(s) EssentialQuestion(s)Throughexperimentation,studentsdeterminethedifferencesbetweenmassandvolumeandalsorecordotherphysicalcharacteristicsofmatter.
What is the difference between mass and volume?
What is matter? What types of characteristics can mass have?
AssessmentsTeacherObservationLabLabReportSupplementalWorksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
All object have characteristics. Vocabulary
Mass Volume Matter
Identify characteristic properties of matter that are independent of mass and volume.
Differentiate between volume and mass.
ICanStatements I can define volume, mass, and matter. I can use observable physical characteristics to determine the difference between mass and volume.
Resources
Reflections
14
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.C.1.2
Anchor Descriptor - S5.C.1.2: Describe that matter can undergo chemical and physical changes.
TaughtinUnit(s)PhysicalScienceExplanation/ExampleofStandardThroughexperimentation,studentswillidentifythedifferencesbetweenchemicalandphysicalchangesandexplainhowmatterchangesfromonestatetoanother.CommonMisconceptions
Water is either a solid or a liquid.
BigIdea(s) EssentialQuestion(s)Throughexperimentationphysicalandchemicalchangeisunderstood.Throughthestudyofwater,multipleformsofmatterareunderstoodandapplied.
What are the different forms of matter? How do chemical and physical changes
occur in matter? Assessments
TeacherObservationClassDiscussionLab/LabReportSupplementalworksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
That water comes in different forms: gas, liquid, and solid.
That matter can change from one form to another.
Vocabulary Chemicalchange
Physical change
Describe how water changes from one state to another.
Identify differences between chemical and physical changes of matter.
ICanStatements I can change matter into different chemical and physical forms.
Resources
http://serc.carleton.edu/sp/mnstep/activities/27811.html http://serc.carleton.edu/sp/mnstep/activities/26884.html
Reflections
15
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.C.2.1Anchor Descriptor - S5.C.2.1: Describe basic energy types and sources, and how energy can be changed from one form to another.
TaughtinUnit(s)PhysicalScienceExplanation/ExampleofStandardStudentswillbeabletodescribekineticandpotentialenergy,howtheycanbetransformedwithinasystem,andalsohowenergycanbeconserved.CommonMisconceptions
Energy is electrical, comes from food, or is supplied from the sun. Energy creates movement. Conserving energy is only related to saving electricity.
BigIdea(s) EssentialQuestion(s)Studentsexploreenergytodiscoverthemanyformsthatexistandhowenergycanbetransformed.Studentslearnthedifferencesbetweenpotentialandkineticenergy,andalsohowtheycanconserveenergy.
What are the various forms of energy? What are some things that you can do to
conserve energy? What is energy transformation? What is the difference between potential and
kinetic energy? Assessments
TeacherObservationClassDiscussionLab/LabReportSupplementalworksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Energy exists in many forms. Definition of the word conserve.
Vocabulary Kinetic energy Potential energy
Describe how energy exists in many forms (e.g., electrical, mechanical, chemical, heat, light, sound) and can be transformed within a system.
Describe how heat energy is usually a byproduct of an energy transformation
Distinguish between kinetic and potential energy.
Explain how energy is conserved.ICanStatements
I can compare and contrast kinetic and potential energy and give examples of each type. I can list multiple way to conserve energy.
Resources
Reflections
16
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.C.3.1Anchor Descriptor - S5.C.3.1: Explain the relationships between mass, force, and movement.
TaughtinUnit(s)PhysicalScienceExplanation/ExampleofStandardThroughexperimentation,thestudentswillexplainanddifferentiatebetweenmassandweightofanobjectandalsoitsresistancetochangeinmotion.CommonMisconceptions
Mass and weight are the same measurement.
BigIdea(s) EssentialQuestion(s)Whenthemassandweightofanobjectareunderstood,thestudentcanexplaintheireffectsontheforceofmotion.
What is the difference between the mass and the weight of an object?
How does the weight and mass of an object effect the motion?
AssessmentsTeacherObservationClassDiscussionLab/LabReportSupplementalworksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Definition of weight Vocabulary Inertia
Differentiatebetweenthemassandweightofanobject.
Explainhowthemassofanobjectresistschangetomotion(inertia).
ICanStatements I can explain how weight and mass effect motion.
Resources
Reflections
17
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.C.3.2
AnchorDescriptor‐S5.C.3.2:Observeandrecognizehowmagnetsandelectricityproducerelatedforces.
TaughtinUnit(s)PhysicalScienceExplanation/ExampleofStandardThroughexperimentationanddemonstration,thestudentswillbeabletoshowtherelationshipbetweenmagnetsandelectricityandtheforcesthattheycreate.CommonMisconceptions
Magnets are fun and really don’t have a purpose. Electricity is created with a light switch.
BigIdea(s) EssentialQuestion(s)Throughunderstandingthatmagnetsandelectricityproducerelatedforces,youwillexploremagneticforceandthevariableswithinanelectriccurrent.
What produces magnetic forces? How do moving magnets produce electric
forces? What is an electrical current?
AssessmentsTeacherObservationClassDiscussionLab/LabReportSupplementalworksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Whatmagnetsareandwhattheydo.VocabularyCurrentResistanceElectromagnetismVoltage
Recognizethatmovingelectricchargesproducemagneticforcesandmovingmagnetsproduceelectricforces(electromagnetism).
Identifythevariableswithinanelectriccurrent(i.e.,voltage,current,andresistance).
ICanStatements I can create a magnetic force. I can explain how an electric current works and draw and label all of the parts.
Resources
http://serc.carleton.edu/sp/mnstep/activities/26882.html
Reflections
18
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.D.1.1Anchor Descriptor - S5.D.1.1: Describe constructive and destructive natural processes that form different geologic structures and resources.
TaughtinUnit(s)EarthandSpaceSciencesExplanation/ExampleofStandard
The students will classify changes to the earth’s surface as abrupt or gradual, and also compare and contrast the changes of today with those throughout history.
CommonMisconceptions The Earth’s surface stay the same. Natural disasters happen but are just random.
BigIdea(s) EssentialQuestion(s)Bycomparingandcontrastingabruptandgradualchangesintheearth’ssurface,onewilldiscoversimilaritiesanddifferencesbetweentheearth’ssurfacechangesoftoday,andthoseofthepast.
What causes abrupt changes in the earth’s surface?
What are causes of gradual changes in the earth’s surface?
What are some similarities/differences in changes of the earth’s surface between today and the past?
AssessmentsTeacherObservationClassDiscussionLab/LabReportSupplementalworksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Location of our country and our state. Flooding and heavy rains cause erosion.
Vocabulary Tsunami convergent tectonic plates Magma divergent Lava transform
Differentiate between abrupt changes in Earth’s surface (e.g., earthquakes, volcanoes, meteor impacts, landslides) and gradual changes in Earth’s surface (e.g., lifting up of mountains, wearing away by erosion).
Explain how geological processes observed today (e.g., erosion, changes in the composition of the atmosphere, volcanic eruptions, earthquakes) are similar to those in the past.
ICanStatements I can differentiate between abrupt and gradual changes. I can define a tectonic plate and describe its movement.
Resources
http://serc.carleton.edu/sp/mnstep/activities/26880.html
Reflections
19
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.D.1.2Anchor Descriptor - S5.D.1.2: Describe characteristic features of Earth’s water systems and their impact on resources.
TaughtinUnit(s)EarthandSpaceScienceExplanation/ExampleofStandardStudentswillbeabletodeterminetheimportanceofwatersystemsandtheireffectonecosystemsandresources.CommonMisconceptions
Pollution only comes from people and factories. All Streams contain living creatures.
BigIdea(s) EssentialQuestion(s)Weunderstandourresponsibilityforthequalityofwatershedsandwetlandsastheyareimpactedbyotherfactorssuchasphysical,chemical,andbiological.
Why is water quality important for living organisms?
What factors affect our water quality? How is a wetland important to an
ecosystem? Assessments
TeacherObservationClassDiscussionLab/LabReportSupplementalworksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Watersheds are important to an ecosystem. Humans need to monitor water quality.
Vocabulary
Wetlandecosystemphysicalchemicalbiological
Identify physical, chemical, and biological factors that affect water quality.
Describe the importance of wetlands in an ecosystem.
ICanStatements I can identify the difference between physical, chemical, and biological influences on water quality. I can explain the importance of a wetland to an ecosystem.
Resources
Reflections
20
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.D.2.1Anchor Descriptor - S5.D.2.1: Differentiate between weather and climate.
TaughtinUnit(s)EarthandSpaceScienceExplanation/ExampleofStandardStudentswillbeabletoexplainhowtheatmosphericcyclingofwaterfromoceansandlakeseffectstheclimate.CommonMisconceptions
Water is a liquid only. Water can only be found on the surface of the earth. Climate and weather are the same thing.
BigIdea(s) EssentialQuestion(s)Itisnecessarytoknowthedifferencebetweenweatherandclimateandtolearnthatthecyclingofwaterfromlakesandoceanseffectboth.
How do different bodies of water effect climate and weather?
How are climate and weather different?
AssessmentsTeacherObservationClassDiscussionLab/LabReportSupplementalworksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Basic workings of the water cycle. Definition of lakes, oceans, and other bodies of
water. Vocabulary
ClimateWeatherAtmosphere
Explain how the cycling of water into and out of the atmosphere impacts climatic patterns.
Explain the effects of oceans and lakes on climate.
ICanStatements I can create a diagram that depicts the water cycle. I can explain how water from various sources effects weather patterns. I can compare and contrast weather and climate.
Resources
Reflections
21
MCSDScienceCurriculumMap~5thGrade
CommonCoreStateStandard
PACoreStandard
S5.D.3.1AnchorDescriptor‐ S5.D.3.1:Explaintherelationshipsbetweenobjectsinoursolarsystem.
TaughtinUnit(s)EarthandSpaceScienceExplanation/ExampleofStandardStudentswillbeabletocreatemodels,discuss,anddescribe,notonlythegeneralcharacteristicsoftheinnerplanetsbutalsothevariouspatternsoftheearth’srevolutioninrelationtothemoonandsun.CommonMisconceptions
In regards to time, all planets have similar orbits. Planets, other than earth, have similar surface characteristics. Each planet has one moon that is similar to ours.
BigIdea(s) EssentialQuestion(s)Byexaminingthecharacteristicsoftheinnerplanetsandearth’srotationandrevolution,inrelationtothesunandmoon,youwillbetterunderstandthenaturalchangesontheearth.
How do the characteristics of the earth compare to the inner planets of our solar system?
How do the natural movements between the sun, earth, and our moon, effect patterns on our planet?
AssessmentsTeacherObservationClassDiscussionLab/LabReportSupplementalworksheets
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
The sun is the center of our solar system. The moon revolves around earth. Earth’s revolution and rotation direct effects our
system of time. (day and year)
Describe the patterns of Earth’s rotation and revolution in relation to the Sun and Moon (i.e., solar eclipse, phases of the Moon, and time).
Compare the general characteristics of the inner planets of our solar system (i.e., size, orbital path, surface characteristics, and moons).
ICanStatements I can name and discuss various characteristics of the first three planets in our solar system. I can describe the earth’s rotation and revolution in regards to the sun and moon. I can identify the various stages of the moon.
Resources
Reflections