Science 2nd Nine Weeks Grade 5

Purpose of Science Curriculum Maps

This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities). The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and

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Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

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Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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Science 2nd Nine Weeks Grade 5

Science Curriculum Maps Overview

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Science 2nd Nine Weeks Grade 5

The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices). At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

TN Standards Learning Outcome Content Connections Standard 4 - Heredity

0507.4.1 Recognize that information I can explain how genetic information is Macmillan/McGraw-Hill-Closer Look Grade 5 Academic Vocabulary Shelby County Schools 2016-2017

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TN Standards Learning Outcome Content Connections is passed from parent to offspring during reproduction.

0507.4.2 Distinguish between inherited traits and those that can be attributed to the environment.

Scaffolded (Unpacked) Ideas

1. Reproduction is a characteristic of all living things.2. Sexual reproduction typically occurs through the union of gametes (egg and sperm) from two individuals of opposite sex3. Gametes contain genetic information that is transmitted from one generation to the next.4. During sexual reproduction, offspring inherit a combination of genetic material from both parents.5. Because offspring resemble their parents, there must be a means for transmitting information between generations.6. Offspring resemble their parents in some ways, but not others.7. The characteristics of organisms are influenced by what they inherit and the environment.8. Similarities among the characteristics of offspring and parents are indicative of traits that are inherited.9. Certain acquired traits result from interactions between an organism and its environment.10. Characteristics such as the ability to ride a bicycle are learned and cannot be passed on to the next

transmitted from parents to offspring. I can create a chart that compares hereditary

and environmental traits.

Essential Questions How is genetic material passed between

generations? What is the difference between an inherited

characteristic and one that develops as a result of interactions with the environment?

Chapter 2, Lesson 1 Reproduction pp. 88-97Chapter 2, Lesson 2 Traits and Heredity pp 98-107

Lab investigations Explore: p. 89 Can some flowering plants grow without seeds?Quick Lab p. 92 Asexual Reproduction posterSurvey classmates to discover shared physical traits. (TE) p. 99Explore: Inherited Traits in Corn (TE) p. 103

Online ResourcesMendel and Inheritance – this website gives information on heredity, Mendel, and inheritance.

DNA and Mendel - this website gives information on heredity and Mendel.

Pass the Genes, Please! – This game will show students what genes the Melonheads will pass to their child Melvin.

Copy Cat – the students will choose a kitten to clone and see if their DNA matches the cat.

Reproduction, vegetative propagation, Instinct, gene, dominant trait, recessive trait, pedigree, heredity, inherited trait

Explain: Students will create a poster explaining Heredity. Students present their posters to the class and invite follow-up questions. Share and critique each student or group’s submission using a rubric. Techy Twist: Add QR codes with information about Mendel, etc.

Explore: Share the science background about Dog Breeding on TE p. 102. Have students pick a dog breed and research what diseases are specific to that breed. Then brainstorm a solution to help eliminate that disease. Write a paragraph to explain the disease and solution. (Science Practice 6 Constructing explanations and 7 Engaging in argument from evidence.)

Students will read Cloned Canine, a 940L Lexile level passage that discusses how Snuppy was genetically copied.

The paired text that students will read is entitled Cloning Around, a 610L Lexile level passage that poses the question of cloning. These texts have been paired because they both address the topic of cloning.

Students will read How They Cloned Sheep, an 850L Lexile level passage courtesy of the American Museum of Natural History, talks about the process of cloning sheep.

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TN Standards Learning Outcome Content Connections generation.

N Standards Learning Outcome Content Connections Standard 9 – Matter

GLE 0507.9.1 Observe and measure the simple chemical properties of common substances.0507.9.2 Design and conduct an experiment to demonstrate how various types of matter freeze, melt, or evaporate.0507.9.3. Investigate factors that affect the rate at which various materials freeze, melt, or evaporate.

Scaffolded (Unpacked) Ideas Materials have certain physical

properties that cannot readily be observed, such as strength, hardness, flexibility, durability, buoyancy, response to magnets, degree of transparency, and ability to conduct heat.

During a physical change the physical properties of a substance remain the same.

The physical properties of a substance can be determined without changing the substance's structure.

When an object is broken into parts, the parts have the same total weight as the original object.

A substance's internal structure must be affected for its chemical properties to be investigated.

I can compare the simple chemical properties of common substances.

I can investigate factors that affect the rate at which various materials freeze, melt, or evaporate.

I can use data from a simple investigation to determine how temperature change affects the rate of evaporation and condensation.

Essential Questions

How are the non-observable physical properties of a material determined?

What are some examples of a chemical change in matter?

What distinguishes a physical change from a chemical change in matter?

What occurs when two or more substances are chemically combined?

What factors are associated with how different materials freeze, melt, or evaporate?

Macmillan/McGraw-Hill-Closer Look Grade 5 Explain:Chapter 5 Lesson 1 pp. 260-266Chapter 5 Lesson 2 pp. 272-278Chapter 5 Lesson 3 pp. 284-288Chapter 5 Lesson 4 pp. 294-298

Lab investigations

Explore:How Can You Know What is “Inside” Matter? page 259 Inside Atoms and Molecules page 263Which Has More Matter? page 271Quick Lab: Too Dense to Float page 275What Happens When Ice Melts page 283What is Rust page 293Evaporation Investigation - Students conduct an experiment to explore changes in the rate of evaporation using a measured amount of water and paper towels. They test variables that may affect the rate of evaporation and relate these variables to weather conditions.

Video Resources

Bill Nye - Phases of Matter – Bill Nye the Science Guy talks about the phases of matter.

Brainpop- States of Matte r – Explore with Tim and Moby about the states of matter – Tim and Moby

Academic VocabularyElement, atom, nucleus, proton, neutron, electron, molecule, mass, weight, volume, density, buoyancy, conductor, flammability, corrosion, indicator, acid, base, neutralization, chemical property

Explore:Students will read Matter is Everywhere, a 930L Lexile level passage that talks about how matter is everywhere.

Students will read It's Elemental!, a K12 Reader passage that discusses the states of matter and elements.

Students will read The Penny Experiment, a 800L, talks about oxidation through a penny experiment. Science Practice 8: Students have opportunities to obtain, evaluate and communicate information through reading and writing texts as well as communicating orally. Scientific information needs to be critically evaluated and persuasively communicated as it supports the engagement in the other science practices.

Kids' Heating Experiments - This site provides four brief activities related to movement of heat energy. Consider replacing the science equipment in some of these activities with common kitchen equipment if actually demonstrating the activity. These activities may also be discussed with students as examples of simple experiments prior to designing and

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TN Standards Learning Outcome Content Connections During a chemical change

event, such as rusting, tarnishing or burning, substances are altered chemically and display different physical and chemical properties after the change.

Some materials are composed of a single substance; others are composed of more than one substance.

When a new substance is made by chemically combining two or more materials, it has properties that are different from the original substance Solid, liquids, and gases

have their own unique properties such as the relative ability to be compressed and the shape they assume when placed in a container.

Materials can change from one state to another by gaining or losing heat.

Heating and cooling can cause a change in the properties of a single substance.

Not all substances respond the same way to being heated or cooled.

Materials may consist of parts that are too small to be seen without magnification.

Changes of state are explained by a model of matter composed of tiny particles that are in motion.

discusses how matter change states. Brainpop- Matter Changing States – this video covers how matter change states.

Online ResourcesMatter Interactive Games – This website has several interactive games that aligns to Standard 9. 5th Grade Matter Scatter Game – this challenging game allows students to match the specified vocabulary word to its meaning. As each level progress, the level becomes rigorous.

Interactive Periodic Table – this website allows students to get to know their favorite element and make learning fun.

conducting their own experiments.

What Makes Ice Melt Fastest? - This lesson plan is designed to investigate the effect of four different common household substances on the melting point of ice. It provides good background information in the introduction and clear directions for completing the experiment. Consider using this as a demonstration of a well-designed experiment prior to letting students design their own experiments. You may replace the electronic kitchen balance with a small classroom scale. All other materials and equipment are readily available in most homes. Some of the language may not be grade appropriate.

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TN Standards Learning Outcome Content Connections The total mass of the

system remains the same when substances undergo changes of state.

Standard 10 – HeatGLE 05007.10.1 Design an experiment to illustrate the difference between potential and kinetic energy

SPi 0507.10.1 Differentiate between potential and kinetic energy.

GLE 0507.10.2 Conduct experiments on the transfer of heat energy through conduction, convection, and radiation.

SPi 0507.10.2 – Use data from an investigation to determine the method by which heat energy is transferred from one object or material to another.

Scaffolded (Unpacked) Ideas

1. All forms of energy are classified into two categories: potential and kinetic.

2. Gravitational potential energy is associated with the position of an object.

3. Objects can have elastic potential energy due to their compression, or chemical potential energy due to the arrangement of their atoms.

Essential Questions

1. What are the essential differences between potential and kinetic energy?

2. What are the basic principles that explain heat transfer between objects?

Macmillan/McGraw-Hill-Closer Look Grade 5Explain: Chapter 6, Lesson 3: pp. 338-342Chapter 6, Lesson 4: pp. 348-354

Lab Investigations

Explore: What happens to energy? p. 337The Energy of a Pendulum p. 341Thermal Differences p. 353

Investigating Kinetic and Potential Energy - In this lesson, students use a variety of resources to explore the concepts of potential, kinetic, and total energy within different types of systems. Students watch a video that explains the transfer of energy in a trebuchet's release, use an interactive activity to determine the types of energy involved in different parts of a roller coaster ride, do an in-class investigation that demonstrates the effect of mass and gravity on energy systems, explore the difference between gravitational and elastic potential energy, and finally, use the formulas for kinetic and potential energy to examine the path of a projectile. This lesson provides the media resources and teacher materials necessary to walk students through the process of understanding the difference between kinetic and potential energy.

Online resources

Interactive Roller Coaster Simulation - In this media demonstration, students can clearly see

Academic vocabularyenergy, law of conservation of energy, potential energy, kinetic energy, heat, temperature, thermal conductivity, conduction, convection, radiation

Explore:

Potential and Kinetic energy Lesson Plan - In this lesson, students will observe and record the amount of work done by marbles rolling down a plane and more fully understand the relationship between potential and kinetic energy. This lesson directly addresses the learning expectation of teaching the student how to understand the difference between potential and kinetic energy.

The Mummy’s Tomb Raceways - Through this lesson plan, the students create an experiment to understand the concepts of kinetic and potential energy. The materials needed are listed and are not expensive. The resource is a basic experiment for potential and kinetic energy. It is a way to introduce the concept at the beginning of a unit or to use as an assessment piece during a unit.

Students will read Free Transfer, an 850L Lexile level passage that discusses ways energy can be transferred.

Students can build a Solar Oven to show how energy can transfer from one place to another.

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TN Standards Learning Outcome Content Connections 4. Objects can gain or lose

potential energy.5. When an object falls, a

spring is released, or a substance is changed chemically, its potential energy decreases and its kinetic energy increases.

6. Kinetic energy is associated with the motion of an object.

7. When energy moves from one system to another it always gets transferred from the place where there is more energy to where there is less energy.

8. When energy moves from one system to another, the total amount of energy before transfer equals the quantity of energy after the transfer.

9. Heat results when substances burn, when materials rub against each other, and when electricity flows though a wire.

10. Unless it produces its own heat, the heat of an object depends upon the environment in which it is found.

11. Heat can be transferred from one place to another in three ways: conduction in solids, convection in liquids or gases, and radiation through anything that will allow radiation to pass.

12. Materials themselves do

where the kinetic and potential energy exist on a roller coaster. This is a great resource for showing students how kinetic and potential energy apply on a roller coaster.

Heat Transfer Simulation - Through this media simulation, students are shown the difference between radiation, conduction, and convection. This resource directly addresses the three types of heat transfer: radiation, conduction, and convection.

Heat Energy Review - This website provides a brief overview of the three forms of heat transfer, convection, conduction, and radiation. After reading through the review there is an assessment piece with 5 questions. The assessment piece can be accessed by clicking on the review game link. This is a way for students to assess their understanding of the concept of transfer of heat energy through convection, conduction, and radiation. There is a brief review and questions that follow.Transfer of Heat Energy - This website is 6 pages of information on convection and conduction. The website is written with children as the audience. There are thermograms, animations, and diagrams to aid in the understanding of the concepts of heat transfer. The website does go on into the issue of heat loss and reducing heat/energy loss

Video Resources

Studyjams - Heat - Type in 'energy & matter' in the search box. This is an animated video (approx. 3 minutes) describing the difference between potential and kinetic energy. There is also a quiz the students can take individually or as a class review over potential and kinetic energy. This resource can be used as a tool to introduce the difference between potential and kinetic

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TN Standards Learning Outcome Content Connections not have any particular warmth or coldness.

13. The heat energy of an object is associated with the motion of its molecules.

14. Different solid materials have different abilities to conduct heat.

15. When warm and cool objects come into contact, warmer objects get cooler and cooler objects get warmer until they all are the same temperature.

16. Convection occurs when warmer areas of a liquid or gas rise to cooler areas.

17. Heat spreads from one object to another; cold is not transferred.

18. A warmer object can heat a cooler one from a distance without any direct contact.

19. Increasing the temperature of any substance requires the addition of energy.

energy or as a review after instruction.

Energy Skate Park - This is an interactive simulation of a skateboarder at a skate park showing the kinetic and potential energy as the skater travels up and down a skate ramp. The student can build a tracks and ramps and observe the changes in energy as well as friction. This site also provides a teacher instructional guide. This resource allows students to design a skate park to illustrate the difference between potential and kinetic energy

Science in Focus: Energy - Scroll down and click on workshops 3 and 4. These videos give teachers an in depth knowledge of the conversion of potential to kinetic energy and could trigger ideas on creative ways to teach this topic. These videos give teacher additional content knowledge on this GLE

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