weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.] 5-PS1-3 Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.] 5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. matter is conserved when it changes form, even in transitions in which it seems to vanish. (5-PS1-2) Measurements of a variety of properties can be used to identify materials. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.) (5-PS1-3) PS1.B: Chemical Reactions When two or more different substances are mixed, a new substance with different properties may be formed. No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.) (5-PS1-2) or chemical changes occur with matter, is matter conserved? (5-PS1-2) How can you identify materials based on their properties? (5-PS1-3) When 2 or more substances are mixed, do they create a new substance? (5-PS1-4) particles too small to be seen. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. Journals entries throughout the unit. Make observations and measurements to identify materials based on their properties. After: KWL (What you Learned) Project: Conduct an investigation to determine whether the mixing of two or more substances results Solution Substance Thermal Conductivity Matter in Mr. Whiskers' Room? ISBN 978-0763635664. 2007.
Science Pacing Guide Time Frame: November – January Fifth Grade Unit 2: Matter and Energy in Organisms and Ecosystems Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. Use models to describe phenomena. (5-PS3-1) Develop a model to describe phenomena. (5-LS2-1) Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Support an argument with evidence, data, or a model. Connections to the Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science explanations describe the mechanisms for natural events. Systems and System Models A system can be described in terms of its components and their interactions. (5-LS2-1) Energy and Matter Matter is transported into, out of, and within systems. (5-LS1-1) Energy can be transferred in various ways and between objects. (5-PS3-1) RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-LS1-1) RI.5.7 RI.5.9 W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-PS3-1),(5-LS2-1) MP.2 MP.4 MP.5 Use appropriate tools strategically. (5-LS1-1) 5.MD.A.1 (5-
the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] 5-ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.] 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1) ESS2.C: The Roles of Water in Earth’s Surface Processes Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. ESS3.C: Human Impacts on Earth Systems Human activities in agriculture, industry, and everyday life How does the distribution of fresh water and salt water differ on Earth’s surface? (5-ESS2-2) What are communities doing to protect Earth’s know, what you Learned) During: Quizzes Think/Pair/Share Develop a model describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact Graph the amounts and percentages of water and fresh water in various reservoirs Journals entries throughout the unit. Model where a man-made structure could be built based on land changes in a particular region. (Students will use a teacher created rubric based on Molten Rock Ocean Plate Tectonics Reservoir Resources Rain Shadow Salt Water Sediment Stream Vegetation Weather Wetland Earth Day Lesson Plan Links: Protecting Our Planet Lesson Plan: Books: Green, Jan. Why Should I Save Water? ISBN 978-0764131578. 2005.
prototype that can be improved. have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. ETS1.B: Developing Possible Solutions Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3) ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. resources and environment? (5-ESS3-1) Can a model be created to show where man-made structures need to be within the natural environment? standards.) After: KWL (What you Know, Want to know, what you Learned) Project: Create a community service project that will protect Earth’s resources/ Environment. Present to the class in the form of a PowerPoint presentation. (Teacher created rubric focused on Science and Literacy standards) Posttest
Science Pacing Guide Time Frame: April – June Fifth Grade Unit 4: Space Systems: Stars and the Solar System Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5-ESS1-2) Engaging in Argument from Evidence Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena. Cause and Effect Cause and effect relationships are routinely identified and used to explain change. (5-PS2-1) Scale, Proportion, and Quantity Natural objects exist from the very small to the immensely large. RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an 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 MP.2 Reason abstractly and quantitatively. (5-ESS1-1),(5-ESS1-2) MP.4 Model with mathematics. 5.NBT.A.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.
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). Support an argument with evidence, data, or a model. which reasons and evidence support which point(s). (5-ESS1-1) RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS1-2) 5.G.A.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. (5-ESS1-2) Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Students who demonstrate understanding can: 5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification Statement: “Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational PS2.B: Types of Interactions The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. PS2-1) ESS1.A: The Universe and its Stars How would life be different on Earth with no gravitational force on objects? (5-PS2-1) Before: Pretest students for understanding. (Use a test to collect data for aid in differential instruction. The test reflects standards.) KWL (What you Know, Want to know, what you Learned) Axis Data Day Direction Distance Down Earth Graph Gravitational force Gravity Length Light year Websites / Lessons / Games: Bill Nye Science Video On the Solar System: Bill Nye Science Video on Gravity: Bill Nye Science Video on The Sun: Website with different Gravity