Science
1st 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 nonnegotiable. 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).
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Science
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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
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
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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.
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
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Science
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Science Curriculum Maps Overview
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 Standards
The 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.
Content
The 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.
Connections
District 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.
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Science
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TN Standards
Learning Outcome
Grade 5
Content
Connections
Standard 1- Life Science – Cells- 2 weeks
0507.1.1 Distinguish between the
basic structures and functions of
plant and animal cells.
Scaffolded (Unpacked) Ideas
1.Cells are the basic unit of structure
and function for all organisms.
2. The way that cells work is similar
in all living organisms.
3. Two thirds of a cell’s weight
consists of water.
4. Unicellular organisms are
comprised of a single cell;
multicellular organisms consist of
many cells.
5. Every cell has many different
structures that carry out particular
functions that keep the cell healthy.
6. The cells of plants and animals
each contain their own unique
structures.
7. Multicellular organisms have
different cells types that are
specialized to perform a particular
function
Macmillan/McGraw-Hill-Closer Look Grade 5
Lesson 1 Cells pp. 26-37
Lab investigations
Explore: How do plant and animal cells compare?
(TE) p. 27
Video
Resources
 Essential Questions
How are plant and animals cells organized to carry Animals Cells Structure & Functions Animation
students will better understand the functions and
on the processes of life?
structures of animal and plant cells.
Online Resources
The life processes learn more about the cells and
their functions
Pink Palace Museum Field Trips

I can research and elaborate on the basic
structures and functions of a plant and animal
cell. Identifying each part with a comparison
and contrast Venn diagram.




Changing Exhibits: Scenes of the Dinosaurs
(July 2 – October 4, 2016)
Permanent Exhibits: Small Worlds, Oxbow
Lake, Insects, Mid-South Mammals
Labs: Microscopes & Cell Structure, Dive
into Sharks, Humpback Whales, Journey to
the Poles
CTI Theater: National Parks Adventure 3D,
Jean-Michel Cousteau’s Secret Ocean 3D
Academic Vocabulary
Organisms, unicellular, multicellular, chlorophyll,
cell, cell membrane, cytoplasm, nucleus, cell
wall
Performance Tasks
Explain: students will create a 2 minute Cell
commercial to explain the structures and
functions of the different cells. Share and
critique each group’s submission using the
attached rubric.
Explore: In this simple experiment, students will
prepare slides of red onion cells to be viewed
under the microscope. Onion cells are easily
visible at medium magnification. Their plasma
membrane and cytoplasm can be clearly
distinguished, and, if a stain is used, their nuclei
can be seen, as well. Students will also observe
that the cells are uniform in shape and size. Red
onions are preferable because the red pigment
in the cells makes them easier to visualize under
the microscope. (Science Practice 3)
Standard 2- Life Science – Interdependence- 3 weeks
0507.2.1 Investigate different
nutritional relationships among
organisms in an ecosystem.

0507.2.2 Explain how organisms
interact through symbiotic,
commensal, and parasitic
relationships


I can research the nutritional values of
organisms in the ecosystem and research the
nutritional values of the foods I eat, (i.e.
reading food labels).
I can prove the differences between
symbiotic, commensal, and parasitic
relationships using charts and pictures.
I can explain through writing, the connection
between human activities and natural
Macmillan/McGraw-Hill-Closer Look Grade 5
Lesson 2: Relationships in Ecosystems pp. 38-51
Lab & Investigations
Explore/Engage: p. 39 How do organisms in a
food chain interact? Students will understand how
important the food chain is for the survival of the
species.
Using this lesson plan and articles students will
explore the different organisms relationships
Academic vocabulary
Ecosystem, population, community, food chain,
food web, symbiosis, predator, prey, mutualism,
commensalism, parasitism
Performance Tasks
 Using the article Exploring Symbiosis
students will complete the active on pp. 310, following precisely a multistep
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Science
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TN Standards
0507.2.3 Establish the connections
between human activities and
natural disasters and their impact on
the environment.
Scaffolded (Unpacked) Ideas
1. Living things interact in a variety
of ways to obtain materials needed
for energy, growth, and repair.
2. Plants are producers that
manufacture their own food.
3. In models or diagrams that depict
the transfer of matter among
organisms, arrows point downward
in a direction that illustrates what
eats what.
4. In models or diagrams that depict
energy transfer among organisms,
arrows point upward toward the
organisms to whom energy is being
transferred.
5. All animals are consumers that
obtain food by eating other
organisms or their products.
6. Some consumers eat other
animals; other animals consume
both plants and animals.
7. Some animals eat only plants,
some eat only animals, and other
animals consume both plant and
animals.
8. Decomposers, such as bacteria
and fungi, obtain food from the
breakdown of dead plants or
animals.
9. Scavengers depend on dead or
decaying material from plants and
animals for food.
Learning Outcome
disasters along with the after effects on the
environment.
Essential Questions

How do living things interact with one another
and with the non-living elements of their
environment?
Grade 5
Content
Envelope foldable by Dinah Zike Use the envelope
foldable to simulate the food chain of different
animals.
Online resources
Decomposers, producers, consumers learn more
about these fascinating organisms by interacting
online
Food chains learn about and create your own
online food chain and ecosystem.
Natural Disasters utilize the linked document to
ideas that may prompt parents and families to plan
and prepare for disasters. They will also help to
ensure that work in the classroom is discussed
and continued at home.
Video Resources
Food Chains Challenge identifies the fundamental
structural features and components of an
ecosystem and demonstrates how they cycle and
maintain a balanced system.
Connections



procedure when carrying out experiments,
taking measurements, or performing
technical tasks.
Quick Check: Main Idea and details p48
How is parasitism an example of
symbiosis?
Lesson Review p. 49
Think, Talk, and Write (TE p 49)
Science fair idea
Evaluate: Students will create a bar graph that
shows the type of organisms that occupy one
area (baseball size) and organize the food chain
that is present.
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Science
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TN Standards
Learning Outcome
Grade 5
Content
Connections
10. Organisms interact with one
another in additional ways besides
providing food.
11. Interactions among organisms
can have positive or negative
outcomes on one and/or the other.
12. Predators have a negative effect
on their prey since they capture and
feed upon them.
13. Parasites have a negative effect
on the hosts upon or within which
they live, feed, and sometimes
reproduce.
14. Some relationships among
species are mutually beneficial.
15. Some species have become so
adapted to each other that neither
can survive without the other.
Standard 3- Life Science –Flow of Matter and Energy- 1 weeks
0507.3.1 Demonstrate how all-living
things rely on the process of
photosynthesis to obtain energy.
Scaffolded (Unpacked) Ideas
1. Animals require air, water, a
source of energy, and materials for
growth and repair; plants require the
same but also need light.
2. Light is a form of energy.
3. The sun is the major source of
light energy used by plants.
4. Chlorophyll is the substance
found in the chloroplasts of a plant
cell that reacts to light.
5. Plants are producers whose cells
capture light energy to make sugar
molecules from atoms of carbon
dioxide and water.

I can explain how living things use the energy
gained from photosynthesis
 Essential Questions
What scientific information explains how matter
and energy flow through the biosphere?
MacMillan/McGraw-Hill: A Closer Look Grade 5
Lesson 3: Photosynthesis pp. 52-63
Lab & Investigations
Explore: (TE) p. 53 Do plants use carbon dioxide?
Quick Lab: The Food in leaves (TE) p. 59
Online resources
Science close up students will understand how
the living organisms rely on energy.
Video resources

Photosynthesis, Photosynthesis in plants,
Photosynthesis – Biology basics for children
Academic vocabulary
Stomata, carbohydrate, cellular respiration,
energy pyramid, photosynthesis
Performance Tasks
Through this informational text students will
explore why plants need photosynthesis. Being
sure to compare and contrast the information
gained from experiments, simulations, video, or
multimedia sources with that gained from
reading a text on the same topic.
Science fair idea
The students demonstrate knowledge of how allliving things rely on photosynthesis to obtain
energy through this activity. They will create a
painting of the process of photosynthesis. The
students are to draw a plant in its ecosystem
and incorporate each element needed for the
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Science
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TN Standards
Learning Outcome
Grade 5
Content
6. Sugar molecules can be used as
a direct energy source for the cell,
incorporated into cell structures as a
plant grows, or converted into starch
and stored in vacuoles.
7. A biological community includes
all of the living components of an
ecosystem.
8. Almost all of the energy found in a
biological community can be traced
back to plants.
Connections
plant to undergo the process of photosynthesis.
i.e., sun, water, wind, food, animals
The sun and its Energy pp. 36-48 hands- on
investigations that introduce basic concepts of
solar energy and how solar energy can power
the water cycle, produce wind, and create heat
and electricity. Students will replicate their
understanding by building a Solar House pp. 4448.
TN Standards
Learning Outcome
Content
Connections
Standard 5- Life Science – Biodiversity and Change- 3 weeks
0507.5.2 Analyze fossils to
demonstrate the connection between
organisms and environment that
existed in the past and those that
currently exist.
0507.5.1 Investigate physical
characteristics associated with
different groups of animals.
Scaffolded (Unpacked) Ideas
1. When living things die, they usually
decompose.
2. When conditions are right and the
remains of a living thing are quickly
buried, it may become fossilized.
3. Most fossils are found in
sedimentary rock made from sand,
silt, mud, or cobbles that were carried
by water and deposited in layers.
Macmillan/McGraw-Hill-Closer Look Grade 5
Lesson 3: Animal Adaptations for survival pp.108
121
Lesson 4: Change over Time pp. 122-137
Lab investigations
Essential Questions
Explore: How do adaptations help animals survive
 How does natural selection explain how
in their environments? (TE) p.109
organisms have changed over time?
Quick Lab (TE) p. 111 Modeling an Adaptation
 What is the purpose for using certain criteria
Explore: How do variations help animals survive?
to classify organisms into groups?
 What specific types of adaptations enable
Quick lab: Deep-Sea Creatures
organisms to survive in particular
Online Resources
environments?
Use this online tool to find fossils
Video Resources
What's a fossil? Learn that fossils are the stone
remains of animals or plants that were once alive

I can show visually how organisms have
changed over time.
I can compare through charting how animals
select their environment.
Academic Vocabulary
Camouflage, protective coloration, protective
resemblance, mimicry, variation, mutation,
natural selection, fossil, absolute age, relative
age
Performance Tasks
Students will read for clarification about how
humans and animals to evolve and distinguish
among facts, reasoned judgment based on
research findings, and speculation in a text.
Elaborate/Evaluate:
Adaptation simulation student will use created
work sheet to simulate how animals may have to
adapt to their environment for survival.
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Science
TN Standards
4. Fossils are the preserved remains
or traces of organisms that lived long
ago.
.
5. The study of fossilized plant and
animal structures provides additional
information for classifying organisms
into groups.
6. Some organisms that lived long
ago are similar to existing organisms,
but some are quite different.
Scaffolded (Unpacked) Ideas
1. Millions of different kinds of living
things that inhabit Earth are classified
into groups based on their similarities
and differences.
2. Taxonomy is the practice and
science of classification.
3. Similarities among the internal and
external characteristics of organisms
are used to infer their degree of
relatedness.
4. Modern classification schemes rely
upon evidence drawn from the field of
genetics.
1st Nine Weeks
Learning Outcome
Grade 5
Content
Connections
Performance Tasks
Passenger Pigeons
Students will read the informational text about
scientist using cells to revive an extinct species
of birds. Then write a short paragraph that
explains the central idea of the article. Use at
least two details from the article to support your
response. (Science Practice 8/Literacy.RI.5.2)
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