Science Fusion
Grades K-5
2015-2016
Course Code: 5020010
Course Title: Science – Grade K
Unit Title: Unit 1: Doing Science
Grade: Kindergarten
Key Learning:
Days:5
Big Idea #1: The Practice of Science
Big Idea #8: Properties of Matter
Big Idea #14: Organization and Development of Living Organisms
Unit Essential Question(s):
• How Do We Use Our Senses?
• How Do We Use Science Skills?
• How Do We Use Science Tools?
Lesson: #1- Our Senses (DAY 1)
Lesson: #2- Science Skills (DAY 2)
Lesson: #3- Science Tools (DAY 3)
Standard(s):
Standard(s):
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
• SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3,
• SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3,
SC.K.N.1.3, SC.K.N.1.4,
SC.K.N.1.4, SC.K.N.1.5, SC.K.P.8.1
SC.K.N.1.4, SC.K.N.1.5
SC.K.N.1.5, SC.K.L.14.1
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
• How Do We Use Our Senses?
• How Do We Use Science Skills?
• How Do We Use Science Tools?
Vocabulary: Science, senses, touch, hear, see,
Vocabulary: Skills, observe, compare, sort,
Vocabulary: Tools, hand lens, balance, ruler,
smell, taste
measure
thermometer, measuring cup
Integrated Writing: Students will create a bubble
Integrated Writing: Students will make a TIntegrated Writing: Students will write a sentence about
map with “The 5 Senses” being the topic.
Chart on objects that are big and small. Have something that they have measured before at home. It
Students will then have 5 bubbles where they will students write a sentence about one of their
can be length or weight. Students will draw a picture to
comparisons. Students will then share with a connect to their written sentence.
write each sense in one bubble. Students will
then draw a picture in the bubble showing
partner the objects that they drew.
something that they use that sense for.
Resources:
Resources:
Resources:
• Science Fusion, Online Student Textbook,
• Science Fusion, Online Student
• Science Fusion, Online Student Textbook,
Lesson 1: Pages 1-4.
Textbook, Lesson 2: Pages 5-8.
Lesson 3: Pages 9-12.
Project-Based Learning Experience: (DAYS 4-5)
Day 4: Students will be asked to bring in 5 objects from home. 1 object for each sense. Students will work in small groups to sort and classify their objects
by touch, hear, see, smell, taste.
Day 5: Each group will present their sorted objects to the class to practice presentation skills.
Course Code: 5020010
Course Title: Science – Grade K
Unit Title: Unit 2: Animals
Key Learning:
Big Idea #14: Organization and Development of Living Organisms
Unit Essential Question(s):
• What Are Living Things?
• What Is Real?
• What Is Pretend?
• What Are Animals Like?
• What Do Animals Need?
• How Do Animals Grow and Change?
Lesson: #4- Living and Nonliving (DAY
Lesson: #5- Real and Pretend (DAY 2)
1)
Standard(s):
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2
• SC.K.N.1.1, SC.K.N.1.2
SC.K.N.1.3, SC.K.N.1.4
SC.K.N.1.3, SC.K.N.1.4
SC.K.N.1.5, SC.K.L.14.3
SC.K.N.1.5, SC.K.L.14.2
Lesson Essential Question(s):
Lesson Essential Question(s):
• What Are Living Things?
• What Is Real?
• What Is Pretend?
Vocabulary: living things, nonliving
Vocabulary: real, pretend,
things, water, food, place to live, ducks,
new plant
Integrated Writing: Students will
Integrated Writing: Students will draw a picture
compare and contrast living and
about a dream that they have had while sleeping
nonliving things. Students will write 1-2 one night. Students will then write 1-2 sentences
sentences about the above topic.
to tell if the dream could be real or if it is
pretend.
Resources:
Resources:
• Science Fusion, Online Student
• Science Fusion, Online Student Textbook,
Lesson 5: Pages 17-20.
Textbook, Lesson 4: Pages 1316.
Lesson: #7- What Animals Need (DAY 4) Lesson: #8- Animals Grow and Change (Day 5)
Grade: Kindergarten
Days: 7
Lesson: #6- Many Animals (DAY 3)
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2
SC.K.N.1.3, SC.K.N.1.4
SC.K.N.1.5, SC.K.L.14.3
Lesson Essential Question(s):
• What Are Animals Like?
Vocabulary: fur, feathers, scales, blue jay, lady bug, elephant,
koala, spider, frog
Integrated Writing: Students will write about their favorite
animal. They will tell what it looks like, where it lives, and
how it moves.
Resources:
• Science Fusion, Online Student Textbook, Lesson 6:
Pages 21-26.
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2
SC.K.N.1.3, SC.K.N.1.4
SC.K.N.1.5, SC.K.L.14.3
Lesson Essential Question(s):
• What Do Animals Need?
Vocabulary: food, water, air, shelter
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2
SC.K.N.1.3, SC.K.N.1.4
SC.K.N.1.5, SC.K.L.14.3
Lesson Essential Question(s):
• How Do Animals Grow and Change?
Vocabulary: life cycle, hatchling duck, month-old
duck, adult duck, frog eggs, tadpole
Integrated Writing: Students will make a make a
3 step time-line to show how a pet they own or
know will grow over time.
Integrated Writing: Students will draw a
picture of the favorite animal from DAY
3. Students will write a sentence to tell
what their animal needs to live.
Resources:
Resources:
• Science Fusion, Online Student
• Science Fusion, Online Student Textbook,
Lesson 8: Pages 31-34.
Textbook, Lesson 7: Pages 2730.
Project-Based Learning Experience: (DAYS 6-7)
DAY 6: Students will make a 4 page picture book on their favorite animal while addressing the UNIT 2 Essential Questions. Page 1: Is it living or non living? Is
it real or pretend? Page 2: What is the animal like? Page 3: What does it need to live? Page 4: How does it grow and change?
DAY 7: Students will take turns presenting their picture book to the class and telling about their chosen animal.
Additional Information: TBA
Course Code: 5020010
Course Title: Science – Grade K
Unit Title: Unit 3: Plants
Key Learning: Big Idea #14: Organization and Development of Living Organisms
Unit Essential Question(s):
• What Are Plants Like?
• What Do Plants Need?
• What Are Some Plant Parts?
• How Do Plants Grow and Change?
Grade: Kindergarten
Days: 6
Lesson: #9- Many Plants (DAY 1)
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
SC.K.N.1.3, SC.K.N.1.4
SC.K.N.1.5, SC.K.L.14.3
Lesson: #10- What Plants Need (DAY 2)
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
SC.K.N.1.3, SC.K.N.1.4
SC.K.N.1.5, SC.K.L.14.3
Lesson: #11- Plant Parts (DAY 3)
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
SC.K.N.1.3, SC.K.N.1.4
SC.K.N.1.5, SC.K.L.14.3
Lesson Essential Question(s):
• What Are Plants Like?
Vocabulary: tree, grass, shrub
Lesson Essential Question(s):
• What Do Plants Need?
Vocabulary: light, air, soil, water, space to grow
Lesson Essential Question(s):
• What Are Some Plant Parts?
Vocabulary: seed, roots, stem, leaves, flower, fruit
Integrated Writing: Students will write 3
sentences to tell where we can find a tree, a
shrub, and grass.
Integrated Writing: Students will make a Venn
Diagram on what people and plants need to
survive.
Integrated Writing: Students will write 3 sentences
to tell the effects of a seed when given the
essential needs.
Resources:
• Science Fusion, Online Student
Textbook, Lesson 9: Pages 35-38.
Resources:
• Science Fusion, Online Student
Textbook, Lesson 10: Pages 39-42.
Resources:
• Science Fusion, Online Student Textbook,
Lesson 11: Pages 43-46.
Lesson: #12- Plants Grow and Change
(DAY 4)
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
SC.K.N.1.3, SC.K.N.1.4
SC.K.N.1.5, SC.K.L.14.3
Lesson Essential Question(s):
• How Do Plants Grow and Change?
Vocabulary: seed, sprout, seedling, adult
plant, flower
Integrated Writing: Students will write about
something that they have planted and see it
grow over time. This can be a flower or
vegetable.
Resources:
• Science Fusion, Online Student
Textbook, Lesson 12: Pages 47-38.
Project-Based Learning Experience: (DAYS 5-6)
DAY 5: Students will plant a flower seed in a plastic cup with soil filled half way. Students will water their seed.
DAY 6: Students will make a list of the steps that they took to plant a seed. (Allow students to keep planted seed in window seal and watch them
grow over a 6 week period.)
Additional Information: TBA
Course Code: 5020010
Unit Title: Unit 4: Day and Night
Key Learning:
Big Idea #5: Earth in Space and Time
Course Title: Science – Grade K
Grade: Kindergarten
Days: 4
Unit Essential Question(s):
• What Is in the Day Sky?
• What Is in the Night Sky?
•
Lesson: #13- Day Sky (DAY 1)
Lesson: #14- Night Sky (DAY 2)
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
SC.K.N.1.3, SC.K.N.1.4,
SC.K.N.1.5, SC.K.E.5.1,
SC.K.E.5.2, SC.K.E.5.3,
SC.K.E.5.5, SC.K.E.5.6
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
SC.K.N.1.3, SC.K.N.1.4,
SC.K.N.1.5, SC.K.E.5.1,
SC.K.E.5.2, SC.K.E.5.4,
SC.K.E.5.5, SC.K.E.5.6
Lesson Essential Question(s):
• What Is in the Day Sky?
Lesson Essential Question(s):
• What Is in the Night Sky?
Vocabulary: sky, sun, clouds, morning, noon,
afternoon, near, far
Vocabulary: stars, moon
Integrated Writing: Students will write 4
sentences on activities that they like to do
during the day sky.
Integrated Writing: Students will write 4 sentences
on activities that they like to do during the night
sky.
Resources:
• Science Fusion, Online Student
Textbook, Lesson 13: Pages 51-54.
Resources:
• Science Fusion, Online Student Textbook,
Lesson 14: Pages 55-58.
Project-Based Learning Experience: (DAYS 3-4)
DAY 3: Students will work with a partner to make a T-Chart on activities that take place during the day sky and the night sky.
DAY 4: Whole Group: Teacher and Students will make a graph on activities that the students like to do during the day and night skies. Teacher will
display graph on overhead to show which activities were the most popular.
Additional Information: TBA
Course Code: 5020010
Course Title: Science – Grade K
Unit Title: Unit 4: Day and Night
Key Learning:
Big Idea #8: Properties of Matter
Big Idea #9: changes in Matter
Unit Essential Question(s):
• How Do We Describe and Sort Matter?
• How Can We Change Matter?
• How Can Heating and Cooling Change Matter?
Lesson: #15- Matter (DAY 1)
Lesson: #16- Matter Can Change (DAY 2)
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
Grade: Kindergarten
Days: 5
Lesson: #17- Heating and Cooling Matter
(DAY 3)
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
SC.K.N.1.3, SC.K.N.1.4,
SC.K.N.1.5, SC.K.P.8.1
SC.K.N.1.3, SC.K.N.1.4,
SC.K.N.1.5, SC.K.P.9.1
Lesson Essential Question(s):
• How Do We Describe and Sort Matter?
•
Vocabulary: matter, liquid, gas, solid, size,
shape, color, texture, weight, temperature
Lesson Essential Question(s):
• How Can We Change Matter?
Integrated Writing: Students will write about 3
objects. One each of a solid, liquid and a gas.
Integrated Writing: Students will make a bubble
map with the topic being “How To Change Matter”
and the surrounding bubbles will each have an
effect that can be physically changed to a piece of
paper and matter will be changed as a result.
Resources:
• Science Fusion, Online Student Textbook,
Lesson 16: Pages 65-68
Vocabulary: change, tear, roll, bend, smash, cut, fold,
crumple
SC.K.N.1.3, SC.K.N.1.4,
SC.K.N.1.5, SC.K.P.8.1
Lesson Essential Question(s):
• How Can Heating and Cooling
Change Matter?
Vocabulary: heat, cool, raw, cooked,
heating, liquid, cooling, solid
Integrated Writing: Students will write a
short paragraph on how our bodies
change when we get too hot and too
cold.
Resources:
Resources:
• Science Fusion, Online Student
• Science Fusion, Online Student
Textbook, Lesson 15: Pages 59-64
Textbook, Lesson 17: Pages 69-72
Project-Based Learning Experience: (DAYS 4-5)
DAY 4: Begin working on “My Book Of Matter” (See Word Document; Document also pasted on next pages)
Day 5: Finish Completing “My Book Of Matter”
Additional Information: TBA
Course Code: 5020010
Unit Title: Unit 6- Energy
Key Learning:
Big Idea #10: Forms of Energy
Unit Essential Question(s):
• What Is Sound?
• What Is Light?
• What Is Heat?
Course Title: Science – Grade K
Grade: Kindergarten
Days: 5
Lesson: #18- Sound (DAY 1)
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
SC.K.N.1.3, SC.K.N.1.4,
SC.K.N.1.5, SC.K.P.10.1
Lesson Essential Question(s):
• What Is Sound?
•
Vocabulary: sound, vibrate, soft, loud, low, high
Lesson: #19- Light (DAY 2)
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
SC.K.N.1.3, SC.K.N.1.4,
SC.K.N.1.5
Lesson Essential Question(s):
• What Is Light?
Lesson: #20- Heat (DAY 3)
Standard(s):
• SC.K.N.1.1, SC.K.N.1.2,
SC.K.N.1.3, SC.K.N.1.4,
SC.K.N.1.5
Lesson Essential Question(s):
• What Is Heat?
Vocabulary: light, sun, lamp, flashlight, little, a lot
Integrated Writing: Students will write about a
time when made a loud and high sound. (This
would be a situation that showed excitement.)
Integrated Writing: Students will make a list of items
that are used to produce light. Students will then
pick one to right a cause and effect sentence with.
Resources:
• Science Fusion, Online Student
Textbook, Lesson 18: Pages 73-76
Resources:
• Science Fusion, Online Student Textbook,
Lesson 19: Pages 77-80
Vocabulary: heat, toaster, dryer, sun,
lamp,
Integrated Writing: Students will write a
short paragraph about how they would
feel it was winter and they had no heat
energy sources.
Resources:
• Science Fusion, Online Student
Textbook, Lesson 20: Pages 8186
Project-Based Learning Experience: (DAYS 4-5)
DAY 4: Allow students to watch “Bill Nye: The Science Guy- Energy” (http://www.youtube.com/watch?v=btLU2lb3-xs)
DAY 5: If allowed, bring in a crackling candle. Have students listen to the sound it makes, see the light it produces, and also see the heat rising from
the candle wick. This is a great example of one object producing multiple forms of energy. Students will observe all 3 types of the above energy
sources and then write about their observations.
Additional Information: TBA
Course Code: 5020020
Course Title: Science - Grade One
Unit Title: Unit 1: How Scientists Work
Key Learning:
Big Idea #1: Scientists find out about things by asking questions and by using the five senses to do
investigations.
Grade: 1st
Days: 20 (30 min. lessons)
Unit Essential Question(s):
• What are senses and other tools?
• How can we use our senses?
• What are inquiry skills?
• How do we use inquiry skills?
• How do scientists work?
Lesson: #1- Senses and Other Tools
Standard(s):
• SC.1.N.1.2
Lesson Essential Question(s):
• What are senses and other tools?
Vocabulary: senses, science tools
Integrated Writing: Write about using Senses Write the following sentence frame on the
board and help children read it: “I use my
sense of ______.” Tell children they will write the
name of a sense and then draw a picture of
something they observe with that sense.
Challenge children to write at least two
sentences and share them with a partner.
Resources:
• Science Fusion, student textbook
online, pg. 3- 9
• Shoebox Senses Inquiry project,
(Suggestion - put science tools in the
shoebox to review from today’s lesson.)
Lesson: #2- Using Our Senses
Standard(s):
• SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3,
SC.1.N.1.4
Lesson Essential Question(s):
• How can we use our senses?
Vocabulary: hands lens, inquiry
Integrated Writing: Write notes and observations
on inquiry recording sheet.
Lesson:#3- Inquiry Skills?
Standard(s):
• SC.1.N.1.2
Lesson Essential Question(s):
• What are inquiry skills?
Vocabulary: inquiry skills, communicate, classify,
compare, sequence, measure, observe, predict,
investigation
Integrated Writing:
Resources:
• Science Fusion, online student textbook,
pg. 17-26.
• Inquiry Option: Sizing Up Bears, AIMS
Science Florida 1st Grade, pg. 109-112.
Measuring is an inquiry skill. How does it
help you learn about objects?
Lesson: #4-Using Inquiry skills
Standard(s):
• SC.1.N.1.1, SC.1.N.1.3, SC.1.N.1.4
Resources:
• Science Fusion, Lesson 2 Guided Inquiry celery, student textbook online, pg. 15-16.
• Salt or Sugar? Which is it? Inquiry
• Salt or Sugar? 5 Senses recording sheet costs $1
• Salt or Sugar? 5th grade level inquiry for
background knowledge
• Optional Inquiry - My Senses Tell Me
Lesson: #5-How do scientists work?
Standard(s):
• SC.1.N.1.1, SC.1.N.1.3
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson:#6- Unit 1 Benchmark Review
Standard(s):
• SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3,
SC.1.N.1.4
•
•
How do we use inquiry skills?
How do we ask “science” questions?
Vocabulary:
Integrated Writing: Write observations and
notes on guided inquiry sheet.
How do scientists work?
How do scientists think?
How is the work of scientists in the past
helpful to us now?
• How do scientific inventions make our lives
better?
Vocabulary: investigation
Integrated Writing: Write about windshield wipers.
Have children draw two scenes to show what they
would see through their windshield with and
without windshield wipers on a rainy day. Write a
sentence under each drawing telling why Mary
Anderson’s invention helps people stay safe.
Resources:
• Science Fusion student textbook, pg. 29-40.
•
•
•
•
What did you learn about how scientists
work?
Vocabulary:
Integrated Writing:
Resources:
Resources:
• Science Fusion student textbook, pg.
• Science Fusion student textbook, pg. 4127-28.
42.
• Designing a Scientific Inquiry with
Mealworms
Project-Based Learning Experience: Option #1: Crumbly Cookie Company (Model Eliciting STEM Activity) 3 days - Students will determine the best variety
for a new cookie entering the market. Students will have to consider flavor, smell, appearance, and the number of cookies in the package. Option #2:
"Bubbles," More Picture-perfect Science Lessons : Using Children's Books to Guide Inquiry, K-4,pp. 39-44. 3 days - Learners engage in a scientific investigation
to answer the question, “Are free floating bubbles always round?” By experimenting with different-shaped bubble wands and then reading a nonfiction
book to support their findings, learners collect evidence to answer the question and then share their findings with others by creating a poster.
Additional Information: TBA
Course Code: 5020020
Course Title: Science - Grade One
Unit Title: Unit 2: Objects in the Sky
Key Learning: Big Idea #5: People explore space to learn more about Earth and our solar system.
Gravity and energy help form galaxies, stars, the solar system and Earth.
Unit Essential Question(s):
• What can we see in the sky?
• How do magnifiers work?
• What does the sun do?
• What is gravity?
Lesson: #1- Objects in the Sky
Lesson: #2- Magnifiers
Standard(s):
Standard(s):
• SC.1.E.5.1, SC.1.E.5.3
• SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3,
SC.1.E.5.3
Lesson Essential Question(s):
Lesson Essential Question(s):
• What can we see in the sky?
• How do magnifiers work?
Vocabulary: sun, star, moon, magnify,
Vocabulary:
telescope
Integrated Writing: TBA
Integrated Writing: Write notes and observations on
inquiry recording sheet.
Grade: 1st
Days: 20 (30 min. lessons)
Lesson:#3 - The Sun
Standard(s):
• SC.1.E.5.4
Lesson Essential Question(s):
• What does the sun do?
Vocabulary: energy, heat, light
Integrated Writing: Make a sun safety sign about
one of the tips we read about today.
Resources:
• Science Fusion, student textbook
online, pg. 45-54.
• Optional Inquiry project, Objects in the
Sky
Resources:
• Science Fusion, student textbook online, pg.
55-56.
• Inquiry project: Magnify It!
• Images of everyday objects magnified
Resources:
• Science Fusion, student textbook online,
pg. 57-67.
• Optional Inquiry project - The Warmth of
the Sun
• EPA Sunwise powerpoint
• Cooking Cookies with Solar Power video
Lesson: #4 - Gravity
Standard(s):
• SC.1.E.5.2
Lesson: #5 - People in Science, Galileo Galilei
Standard(s):
• SC.1.E.5.3
Lesson Essential Question(s):
• What is gravity?
Lesson Essential Question(s):
• What is the role of scientists?
• Who can become a scientist?
• What role does technology play in the work
of scientists?
Vocabulary:
Lesson: #6- Unit 2 Benchmark Review
Standard(s):
• SC.1.E.5.1, SC.1.E.5.2, SC.1.E.5.3,
SC.1.E.5.4
Lesson Essential Question(s):
• What did you learn about objects in the
sky?
Vocabulary: gravity
Vocabulary:
Integrated Writing: Make a gravity game. Ask
Integrated Writing: Write a question and answer.
Integrated Writing:
children to write 5 or 6 sentences about gravity. Ask children to suppose they could climb into a time
At least 4 of the sentences should be true, and
machine and ask Galileo a question about his work
one or two of the sentences should be false.
with magnifiers. Have them write the questions
Share with partners who find the false
they’d ask him. In small groups, share questions
sentences and explain how to make them true.
and discuss possible answers.
Resources:
Resources:
Resources:
• Science Fusion, student textbook
• Science Fusion, student textbook online, pg.
• Science Fusion, student textbook online,
online, pg. 69-76.
77-78.
pg. 79-80.
• Optional Inquiry - Dive, Drop and
Down
• Gravity song
Project-Based Learning Experience: Option #1: "Sunshine on My Shoulders," More Picture-perfect Science Lessons : Using Children's Books to Guide Inquiry,
K-4,pp. 169-178. 3 days - Learners conduct simple experiments to find out what makes “mystery beads” change color outdoors. They discover that
invisible rays of UV light cause the beads to change color. After discussing the harmful effects of too much sun on their skin, learners test the effectiveness
of sunscreen on UV beads and then illustrate a sun safety poster.
Additional Information: TBA
Course Code: 5020020
Course Title: Science - Grade One
Unit Title: Unit 3: Earth’s Resources
Key Learning: Big Idea #6: Earth Structures: Earth and its surface are made up of many things.
Changes can occur to Earth’s surface. Living things need resources from Earth.
Unit Essential Question(s):
• What can we find on Earth?
• What can we observe about rocks?
• Where can we find water?
• What changes Earth?
Lesson: #1- Earth’s Resources
Lesson: #2- Rocks
Standard(s):
Standard(s):
• SC.1.E.6.1, SC.1.E.6.2
• SC.1.E.6.1, SC.1.N.1.1, SC.1.N.1.2,
SC.1.N.1.3
Lesson Essential Question(s):
Lesson Essential Question(s):
• What can we find on Earth?
• What can we observe about rocks?
Vocabulary: natural resources, rock, soil
Vocabulary:
Integrated Writing: Make a chart. List clothing
Integrated Writing: Write notes and
materials on the board (wool, cotton, silk,
observations on inquiry recording sheet.
polyester and nylon). Have students copy the
names in the left column of a two column
chart. Children research online to discover and
write in right column whether material comes
from a plant, an animal or neither.
Resources:
Resources:
• Science Fusion, student textbook
• Science Fusion, student textbook
online, pg. 83-92.
online, pg. 93-94.
• Images of amazing animal rock
• Natural Resources Walk recording
sheet
formations
• Natural Resources cards
• Sampling Rocks Inquiry
• Natural Resources chant
• Rock Hunter inquiry
• Natural Resources picture sorts #1, #2
Lesson: #4 - Earth’s Changes
Standard(s):
• SC.1.E.6.3
Lesson: #5 - People in Science, June BaconBercey
Standard(s):
• SC.1.E.6.3
Grade: 1st
Days: 20 (30 min. lessons)
Lesson: #3- Water
Standard(s):
• SC.1.E.6.1, SC.1.E.6.2
Lesson Essential Question(s):
• Where can we find water?
Vocabulary: stream, river, lake, ocean
Integrated Writing: Write about water fun. Ask children
to write a sentence or story about a time that they
enjoyed playing in or around the water. Have them
draw a picture to accompany their writing.
Resources:
• Science Fusion, student textbook online, pg. 95106.
• Bobber the Water Safety Dog: Lifejackets
•
Lesson: #6 - Unit 3 Benchmark Review
Standard(s):
• SC.1.E.6.1, SC.1.E.6.2, SC.1.E.6.3
Lesson Essential Question(s):
• What changes Earth?
Vocabulary: earthquake, volcano, flood,
erosion, weathering, drought
Integrated Writing: Write a letter. Have
children imagine they are farmers living
through a drought. Have them write a letter to
a friend telling what is happening on the farm.
Lesson Essential Question(s):
• What is the role of scientists?
• Who can become a scientist?
• What role does technology play in
the work of scientists?
Vocabulary: meteorologist
Lesson Essential Question(s):
• What did you learn about earth’s resources?
Integrated Writing: Write and present a
weather report. Have children play the role
of a meteorologist, and observe the weather.
Have them prepare a report that describes
today’s weather. Have children present their
reports and video them.
Resources:
• Science Fusion, student textbook
online, pg. 117-118.
Integrated Writing:
Vocabulary:
Resources:
Resources:
• Science Fusion, student textbook
• Review game
online, pg. 107-116.
• Science Fusion, student textbook online, pg.
• Earth Changes Inquiry
119-120.
Project-Based Learning Experience: Building a Dam Like a Beaver, 3 days, Water is notoriously hard to control. Driven by gravity or pressure it can squirt
through the smallest opening, and in large volumes it carries incredible destructive potential. As a result, dams built to stop or divert the flow of water
must be both impermeable to water and able to resist great force. In this video segment from PEEP and the Big Wide World, children experiment with
various materials and designs to see if they can create a dam that meets the challenges of their specific circumstances.
Additional Information: TBA
Course Code: 5020020
Course Title: Science - Grade One
Unit Title: Unit 4 : Matter
Key Learning: Big Idea #8- Properties of Matter: All objects are matter. All matter has
properties. Properties are used to classify matter.
Unit Essential Question(s):
• What can we observe about objects?
• Which objects sink or float?
• How can we measure temperature?
Lesson: #1- Observing Objects
Lesson: #2 Sink or Float
Standard(s):
Standard(s):
• SC.1.P.8.1
• SC.1.P.8.1
• SC.1.N.1.1
• SC.1.N.1.3
• SC.1.N.1.4
Lesson Essential Question(s):
Lesson Essential Question(s):
• What can we observe about objects?
• Which objects sink or float?
Vocabulary: matter, property, weight,
Vocabulary: sink, float
temperature, texture
Integrated Writing: Make properties of matter
Integrated Writing: Write notes and
cards for four of the properties from this
observations on inquiry recording sheet.
lesson. Each card should include the name of
the property, such as texture, on one side of
the card and phrases or pictures that help them
remember its meaning. On the other side,
children should write describing words that can
be used to tell about that property, such as
rough or bumpy.
Resources:
Resources:
• Science Fusion, student textbook
• Science Fusion, student textbook
online, pg. 121-134.
online, pg. 135-136.
• Optional Inquiry- Shell Sorts
• Inquiry - Sink or Float
• Grouping and Changing Materials
online game
Grade: 1st
Days: 20 (30 min. lessons)
Lesson: #3 - Measuring Temperature
Standard(s):
• SC.1.P.8.1
• SC.1.N.1.1
• SC.1.N.1.3
• SC.1.N.1.4
Lesson Essential Question(s):
• How can we measure temperature?
Vocabulary:
Integrated Writing: Write notes and observations on
inquiry recording sheet.
Resources:
• Science Fusion, student textbook online, pg.
137-138.
Inquiry - Measure Temperature Materials: two
thermometers for each group, 1 sheet each of black
& white construction paper folded in half lengthwise
and stapled on three sides to form a pocket. Steps:
1) Place two thermometers in a sunny place. Look at
each thermometer and record the temperatures. 2)
Put white paper over one thermometer. Put black
paper over the other thermometer. Wait 30 minutes.
3) Look back at each thermometer. Record the
temperatures.
• Hot/cold temperature sort
Lesson: #4 - Careers in Science- Polymer
Lesson: #5 - Unit 4 Benchmark Review
Scientist
Standard(s):
Standard(s):
• SC.1.P.8.1
• SC.1.P.8.1
Lesson Essential Question(s):
Lesson Essential Question(s):
• What is the role of scientists?
• What did you learn about the
• Who can become a scientist?
properties of matter?
• What role does technology play in the
work of scientists?
Vocabulary: polymer
Vocabulary:
Integrated Writing: Opinion Writing. Discuss
Integrated Writing:
the job of polymer scientist with class. Have
them draw pictures and write sentences to
explain their opinion about the job.
Resources:
Resources:
• Science Fusion, student textbook
• Science Fusion, student textbook
online, pg. 139-140.
online, pg. 141-142.
Project-Based Learning Experience: Option #1: Terrific Toy Company, (Model Eliciting STEM Activity) 3 days, The Terrific Toy Company needs the help of
students to sort toys into value packs. The students will use observable properties of the toys to sort them and create three example packs. Option #2:
Funny Boat In this video segment adapted from FETCH!™, cast members put their engineering design skills to the test when they are challenged to
construct a boat that floats, can be steered, and is propelled by something other than oars. Use the K-2 discussion questions provided in the link and
then challenge your students to create a boat out of trash items, and test it to see if it floats.
Additional Information: TBA
Course Code: 5020020
Course Title: Science - Grade One
Unit Title: Unit 5: Motion
Key Learning: Big Idea #12-Motion of Objects & Big Idea #13-Forces and Changes in Motion:
There are many things around you that move. When something moves, you can see it and
describe it. Forces, or pushes or pulls, can change the way something moves. A force can come
from you or from something around you.
Unit Essential Question(s):
• How do objects move?
• How can we move a ball?
• How can we change the way objects move?
• How can we change motion?
Grade: 1st
Days: 20 (30 min. lessons)
Lesson: #1 - Types of Movement
Lesson: #2 - Movement Inquiry
Lesson: #3- Push or Pull
Standard(s):
• SC.1.P.12.1
Standard(s):
• SC.1.P.12.1
• SC.1.N.1.1
• SC.1.N.1.2
• SC.1.N.1.3
• SC.1.N.1.4
Lesson Essential Question(s):
• How can we move a ball?
Vocabulary:
Integrated Writing: Write notes and
observations on inquiry recording sheet.
Standard(s):
• SC.1.P.13.1
Resources:
• Science Fusion, student textbook
online, pg. 153-154.
• Types of Motion sort
• Inquiry: Making Objects Move
Resources:
• Science Fusion, student textbook online, pg.
155-166.
• Optional Inquiry - Forces and Movement
Online Exploration
Lesson Essential Question(s):
• How do objects move?
Vocabulary: motion, speed
Integrated Writing: Write about motion. Think
of a sport or active game you like to play.
Think of how your body moves when you play
that game. Suggest that children act out the
motion before they begin to write and draw a
picture of their movement. Write a description
that tells about the motion.
Resources:
• Science Fusion, student textbook
online, pg. 143-152.
• Optional Inquiry - Ramps 1: Let it Roll
Lesson Essential Question(s):
• How can we change the way objects move?
Vocabulary: push, pull, force
Integrated Writing: Write a description of a
playground game that involves pushes and pulls.
Choose a favorite game, name an action involved in
the game and write whether the action involves a
push or pull. For example, in soccer, you kick the ball.
The kick is pushing the ball away from you.
Lesson: #4 - Changing Motion Inquiry
Standard(s):
• SC.1.P.13.1
• SC.1.N.1.1
• SC.1.N.1.3
Lesson Essential Question(s):
• How can we change motion?
Vocabulary:
Integrated Writing: Write notes and
observations on inquiry recording sheet.
Lesson: #5 - People in Science, Isaac Newton
Standard(s):
• SC.1.P.13.1
Lesson: #6- Unit 5 Benchmark Assessment
Standard(s):
• SC.1.P.12.1
• SC.1.P.13.1
Lesson Essential Question(s):
• What is the role of scientists?
• Who can become a scientist?
• What role does technology play in the
work of scientists?
Vocabulary:
Integrated Writing: Writing to Inform - Have
children write four fact cards based on the
information about Isaac Newton in this article.
Each card should include a word, phrase or
drawing that tells about Isaac Newton.
Resources:
• Science Fusion, student textbook
online, pg. 169-170.
Lesson Essential Question(s):
• What did you learn about movement?
Vocabulary:
Integrated Writing:
Resources:
Resources:
• Science Fusion, student textbook
• Science Fusion, student textbook online, pg.
online, pg. 167-168.
171-172.
Inquiry - How can you push or pull a cube with
different objects? Materials: cube, string,
straw, craft stick Steps: 1) Look at the objects.
How can you use them to push the cube? 2)
Use the objects to push the cube. Draw or
write to show what you did. 3) Now use the
objects to pull the cube. Record what you did.
Project-Based Learning Experience: 3 days Option #1: Air Power: Making a Hovercraft, In this video segment adapted from ZOOM, cast members build a
simple hovercraft. A balloon filled with air provides the airflow that lifts a plastic plate off the table, while cast members supply the push that propels the
craft forward. How to Make a Balloon Rocket #1, #2 Design, and build balloon rockets. Let children choose, print and decorate a coloring book character
and tape this “passenger” to their balloon racer. Then race them against a partner. Option #2: Ramps 2: Ramp Builder Option #3: "Roller Coasters,"
More Picture-perfect Science Lessons : Using Children's Books to Guide Inquiry, K-4,pp. 133-146. 3 days - Learners explore ways to change the speed and
direction of a rolling object by building roller coasters out of pipe insulation. They investigate the idea that gravity affects all objects equally by
conducting dropping races with everyday items.
Additional Information: TBA
Course Code: 5020020
Course Title: Science - Grade One
Unit Title: Unit 6: Living Things
Key Learning: Big Idea #14: Organization and Development of Living Organisms - Plants and
animals are alike and different. They both have parts that help them live. We can observe to
learn more.
Unit Essential Question(s):
• What are living and nonliving things?
• How are plants different?
• How are animals different?
• What can your senses tell you about living things?
• What are some parts of plants?
Lesson: #1 - Living/Non Living Things
Standard(s):
• SC.1.L.14.1
• SC.1.L.14.3
Lesson Essential Question(s):
• What are living and non living things?
Vocabulary: living, nonliving, reproduce,
environment
Integrated Writing: Label a Drawing. Draw
pictures showing living things in the classroom.
Use a green crayon to label plants, a red crayon
to label animals, and a blue crayon to label
people.
Resources:
• Science Fusion, student textbook
online, pg. 174-184.
• Inquiry: Modeling You
Grade: 1st
Days: 25 (30 min. lessons)
Lesson: #2 - Plants
Standard(s):
• SC.1.L.14.1
• SC.1.L.14.2
• SC.1.L.14.3
Lesson Essential Question(s):
• How are plants different than animals?
Lesson:#3 - Animals
Standard(s):
• SC.1.L.14.1
• SC.1.L.14.3
Vocabulary: flower, cone
Vocabulary: mammal, amphibian, bird, fish, reptile,
insect
Integrated Writing: Write a description. Select one
animal we read about today. Write a few sentences
describing it without mentioning its name. Trade
with a partner. Can your partner identify the animal
from your written description?
Resources:
• Science Fusion, student textbook online, pg.
195-206.
• Animal Groups Sorting Activity
Integrated Writing:
Resources:
• Science Fusion, student textbook
online, pg. 185-194.
• Inquiry: Rubbed Leaf Collection… what
do you observe? How are your leaves
the same? How are they different?
How many leaves have the same
number of points?
• Look at those Leaves lesson
Lesson Essential Question(s):
• How are animals different than plants?
Lesson: #4 - Senses and Living Things
Lesson: #5 - Plant Parts
Lesson: #6 - People in Science - Lue Gim Gong
Standard(s):
• SC.1.L.14.1
• SC.1.L.14.2
• SC.1.L.14.3
• SC.1.N.1.1
• SC.1.N.1.2
• SC.1.N.1.3
Lesson Essential Question(s):
• What can your senses tell you about
living things?
Standard(s):
• SC.1.L.14.2
Standard(s):
• SC.1.L.14.2
Lesson Essential Question(s):
• What are some parts of plants?
Vocabulary:
Integrated Writing: Write notes and
observations on inquiry recording sheet.
Vocabulary:
Integrated Writing: Write Help-wanted ads for
plant parts. Have children choose one plant
part and write a help-wanted ad that describes
what this plant part does for the plant. For
example, “Help wanted. A plant part that can
take sunlight, air, and water and use them to
make food for the plant.” Have children share
their ads with a partner to see if their partner
can name the plant part.
Resources:
• Science Fusion, student textbook
online, pg. 209-218.
• What parts are there to a plant? Inquiry
• Look at Those Seeds Grow!
Suggestion- plant sunflower seeds for
Unit 8 Day 1 & 2
Lesson Essential Question(s):
• What is the role of scientists?
• Who can become a scientist?
• What role does technology play in the work
of scientists?
• How does the work of scientists help us
today?
Vocabulary:
Integrated Writing: Write a newspaper article to
answer the questions who, what, where, why, when
and how. Using information from the timeline and
background information, have partners work
together to write a brief news article to describe Lue
Giim Gong’s important experiment and how it
helped Florida’s citrus growers.
Resources:
• Science Fusion, student textbook
online, pg. 207-208.
• Investigating Local Ecosystems Inquiry
• Hands- On Activity: Touch and
Discover
Resources:
• Science Fusion, student textbook online, pg.
219-220.
Lesson: #7 - Unit 6 Benchmark Assessment
Standard(s):
• SC.1.L.14.1
• SC.1.L.14.2
• SC.1.L.14.3
Lesson Essential Question(s):
• What did you learn about living things?
Vocabulary:
Integrated Writing:
Resources:
• Science Fusion, student textbook
online, pg. 221-222.
Project-Based Learning Experience: Flower
Power Flower Company MEA & STEAM*
Activity, 3 days; This STEAM (Science,
Technology, Engineering, Art, and Math) lesson
has been designed around a Model-Eliciting
Activity. This Model Eliciting Activity (MEA) is
written at a 1st grade level. The Flower Power
MEA provides students with a real world
problem in which they must work as a team to
design a plan to select the best flower
arrangement for a special event. The additional
activities will take several hours of instruction
but include watching and discussing a video
about the parts of plants, reading a book, and
discussing the art in the book as well as
additional art by the book author/illustrator.
Additional Information: TBA
Course Code: 5020020
Course Title: Science - Grade One
Unit Title: Unit 7: Living Things and Their Parents
Key Learning: Big Idea #16: Heredity and Reproduction - Young plants and animals are
similar to their parents and each other.
Unit Essential Question(s):
• Which living things look like their parents?
• How are plants of the same kind different?
Grade: 1st
Days: 21 (30 min. lessons)
Lesson: #1 - Living Things and Their
Parents
Lesson: #2 - Careers in Science, Zookeeper
Lesson: #3 - Plant Differences and Variations
Standard(s):
• SC.1.L.16.1
• SC.1.N.1.2
Standard(s):
• SC.1.L.17.1
Lesson Essential Question(s):
• Which living things look like their
parents?
Lesson Essential Question(s):
• What are some careers in science?
• Who can become a scientist?
Standard(s):
• SC.1.L.16.1
• SC.1.N.1.1.
• SC.1.N.1.2
• SC.1.N.1.3
Lesson Essential Question(s):
• How are plants of the same kind different?
Vocabulary: parent, trait
Vocabulary:
Vocabulary:
Integrated Writing: Write an informational
paragraph. Have children think of a
favorite plant or animal. Then, have them
write an informational paragraph that
describes how the plant or animal looked
when it was young compared to how it
looks as an adult. Remind them to include
a topic sentence, at least 3 detail
sentences, and a closing sentence.
Integrated Writing: Write to describe. Write
zoo keeper in the center of a sheet of paper.
Ask children to surround the word with four
terms that describe some of the things a zoo
keeper does. At the bottom of the page, have
children write sentences that use three of the
terms, leaving a blank where each term goes.
Have children switch papers with a partner and
try to fill in each other’s blanks.
Integrated Writing: Write notes and observations on
inquiry recording sheet.
Resources:
• Science Fusion, student textbook
online, pg. 225-234.
• Tracking Growth and Comparing
Offspring
Resources:
• Science Fusion, student textbook
online, pg. 235-236.
• Sisters & Brothers: Sibling
Relationships in the Animal World
Resources:
• Science Fusion, student textbook online, pg. 237238.
• Same Yet Different Inquiry
Lesson: #4 - Unit 7 Benchmark Review
Standard(s):
• SC.1.L.16.1
Lesson Essential Question(s):
• What did you learn about living
things and their parents?
Vocabulary:
Integrated Writing:
Resources:
• Science Fusion, student textbook
online, pg. 239-240.
•
Project-Based Learning Experience: Option #1: Hatching Chickens -21 days
Additional Information: TBA
Course Code: 5020020
Course Title: Science - Grade One
Unit Title: Unit 8: Plant and Animal Needs
Key Learning: Big Idea #17: Interdependence - Plants, animals, and humans need each other
to survive.
Unit Essential Question(s):
• What do plants need?
• Why do plants grow?
• What do animals need?
Lesson: #1 - Plants’ Needs (2 days)
Standard(s):
• SC.1.L.17.1
Grade: 1st
Days: 25 (30 min. lessons)
Lesson Essential Question(s):
• What do plants need?
Lesson: #2 - Plants Grow
Standard(s):
• SC.1.L.17.1
• SC.1.N.1.1
• SC.1.N.1.3
• SC.1.N.1.4
Lesson Essential Question(s):
• Why do plants grow?
Lesson: #3 - People in Science, Normo Alcantor
Standard(s):
• SC.1.L.14.2
• SC.1.L.17.1
Vocabulary: sunlight, soil
Vocabulary:
Integrated Writing: Write a paragraph
about how plants get what they need to
live and grow. Be sure to include a topic
sentence, at least three details, and a
closing sentence. Children can illustrate
their paragraphs and share them with their
partners.
Integrated Writing: Write notes and observations
on inquiry recording sheet.
Integrated Writing: Write to Explain. Have each child
complete the following sentence frames to share
something they learned from a family member about
how to meet one of their needs: “My _______ taught
me to _______. This helps me to __________.” If children
get stuck, ask them to think specifically about what
family members have told them about what is and
what is not good to eat.
Resources:
• Science Fusion, student textbook
online, pg. 243-252.
• Lesson: Who Needs What? Inquiry
• Crops 2: What Plants Need to Grow
Inquiry
Resources:
• Science Fusion, student textbook online,
pg. 253-254.
• Hands-on Activity: Light Plants and Dark
Plants, Wet Plants and Dry Ones Inquiry
Resources:
• Science Fusion, student textbook online, pg.
255-256.
Lesson Essential Question(s):
• What is the role of scientists?
• Who can become a scientist?
• What role does technology play in the work of
scientists?
• How does the work of scientists help us
today?
Vocabulary:
Lesson: #4 - Animals’ Needs
Standard(s):
• SC.1.L.17.1
Lesson Essential Question(s):
• What do animals need?
Lesson: #5 - Unit 8 Benchmark Review
Standard(s):
• SC.1.L.17.1
Lesson Essential Question(s):
• What did you learn about plant and
animal needs?
Vocabulary:
Integrated Writing:
Vocabulary: gills, shelter
Integrated Writing: Make Animal books.
Show children how to make a four-page book
by folding two sheets of paper in half and
stapling them. Have each child choose an
animal and write a sentence about it on each
page. On one page, they might write what
the animal eats. Another page might tell how
it gets oxygen or describe its shelter or the
space it needs. Have children illustrate their
books and read them in small groups.
Resources:
Resources:
• Science Fusion, student textbook
• Science Fusion, student textbook online,
online, pg. 257-268.
pg. 269-270.
• A House for Teddy Bear video
• STEM activity - Build a house for the
3 little pigs using anything you find in
the classroom. But, it needs to
withstand the wolf huffing and
puffing (hairdryer).
• Where in the Wild? lesson
• April Pulley Sayre: Science Explorer
lesson
• STEM Engineering Bird Nests project
- students create a bird nest to
withstand the elements of weather
(hairdryer and water bottle spray).
• Create habitat models for animals
they wrote about- #1, #2
Project-Based Learning Experience: Option #1: Friendly Aquarium, 3 days, The Effects of Pollution: What are the effects that pollution has on living things?
Students will learn that pollution is anything that makes air, land, or water dirty. They will become aware that human activities have a big impact on other
living things in a number of different ecosystems. Option #2: Flower Garden, 3 days, The students will determine which flowers are the best to plant in a
flower garden. The students will receive data about the hardiness of each flower, the amount of sun and water each needs, and the number of flowers each
plant will produce. Students may choose a plant that produces many flowers but may not be very hardy. Option #3: "Be a Friend to Trees," More Pictureperfect Science Lessons : Using Children's Books to Guide Inquiry, K-4,pp. 109-121. 3 days - Learners explore the variety of products made from trees, the
importance of trees as sources of food, shelter and oxygen for people and animals, and ways to conserve trees.
Additional Information: TBA
Course Code: 5020030
Course Title: Science – Grade Two
Unit Title: Unit 1: The Practice of Science
Grade: 2
Key Learning: Big Idea 1: The Practice of Science
Days: 36 weeks
Unit Essential Question(s):
• How are questions raised by scientists used in investigations?
• Why should the results of investigations be the same when scientists use similar methods and tools?
• Why should proof (evidence) be used to back up scientific explanations?
• How can empirical observations lead to inferences?
• In what situations do scientists work collaboratively or alone to solve problems?
Lesson: Embedded in all lessons.
Lesson: Embedded in all lessons.
Lesson: Embedded in all lessons.
Standard(s):
Standard(s):
Standard(s):
• SC.2.N.1.1
• SC.2.N.1.2
• SC.2.N.1.3
• SC.2.N.1.4
• SC.2.N.1.5
.
• SC.2.N.1.6
Lesson Essential Question(s):
• What is science?
o Attempts to explain the
world around us
o A scientist is one who studies
science
•
What scientists do
o Observes
o Explores
o Investigates
o Explains
Lesson Essential Question(s):
• The natural world can be explained
through
o Observing
o Investigation
o Explaining
•
Using scientific tools and working safely
o Lab tools
o Used by scientists to carry out
investigations
o
•
How scientists work
o Alone
o Collaboratively in groups
o
TEACHER NOTE:
Show examples of lab
equipment and explain their use.
Lab Safety
TEACHER NOTE:
Lesson Essential Question(s):
• Components of Investigations
o Facts obtained through the use of the
five senses (empirical evidence)
o Prediction
o Data Collection
o Sharing Findings
o
Through journals/ notebook
keeping
o
Vocabulary: natural, investigate, exploration,
systematic, observations, explain, particular,
conclusion, repeated
Download and refer to
safety contract on
resource page
 Identify and discuss lab
safety equipment in
classrooms.
How to do a science project
 Experimental Design:
 Ask a question
 Plan
investigation
 Identify what is
being tested
 Determine how
it will be
measured
 Identify parts of
the
investigation
that must
remain the
same
 Ensure that one
group remains
untouched for
comparison
 Research background
information on topic
 Share findings
 Draw
conclusions
using data
 Uses repeated
trials
 Ask new questions and
develop new investigations

Vocabulary: compare, observations, tools,
solving, investigation, problems
Vocabulary: explain, particular, investigations, similar,
conclusion
Integrated Writing: TBA
Integrated Writing: TBA
Resources:
Resources:
• www.Thinkcentral.com
• www.Thinkcentral.com
• Fusion Teacher Resources
• Fusion Teacher Resources
• Graphic Organizers
• Graphic Organizers
• C-PALMS
• C-PALMS
Project-Based Learning Experience:
• Science Fusion Inquire Flipchart “Hand in Hand” p. 2
• Science Fusion Inquire Flipchart “What Do I See?” p. 2
• Science Fusion Inquire Flipchart “Hold It” p. 3
• Science Fusion Inquire Flipchart “Objects Up Close” p. 3
• Science Fusion Inquire Flipchart “Everything In Balance” p. 5
• Science Fusion Inquire Flipchart “Rule It!” p. 5
Integrated Writing: TBA
Resources:
• www.Thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
• C-PALMS
Additional Information: TBA
Course Code: 5020030
Course Title: Science – Grade Two
Unit Title: Unit 2: Matter
Key Learning: Big Idea 8 Properties of Matter and Big Idea 9: Changes in Matter
Unit Essential Question(s):
• What are properties of matter?
• How can we measure and compare objects?
• What are solids, liquids, and gases?
• How can we compare volumes?
Grade: 2
Days: 6 weeks
Lesson: 1
Standard(s):
• SC.2.P.8.1
• SC.2.N.1.2
• SC.2.N.1.4
Lesson: 2
Standard(s):
• SC.2.P.8.2
• SC.2.N.1.3
Lesson: 3
Standard(s):
• SC.2.P.8.3
• SC.2.P.8.4
• SC.2.N.1.5
Lesson Essential Question(s):
• What are the properties of matter?
o Shape
o Color
o Size
Lesson Essential Question(s):
• What are solids, liquids, and gases?
o How can you tell if an item is a solid,
liquid, or gas?
Lesson Essential Question(s):
• What are solids, liquids, and gases?
o What are the characteristics of solids,
liquids, and gases?
o Texture
o Weight
o Sink or Float
• How can we measure and compare
objects?
o Length
o Weight
• Does a magnet “repel” or “attract”
the matter?
Vocabulary: size, shape, color, temperature,
weight, texture, sinking, floating, water,
attraction, repulsion, magnets, observation,
investigation, conclusion
Integrated Writing: TBA
Students can keep a log of what each item of
matter does. (i.e.: sinks, floats, is attracted/
repelled by a magnet, etc.)
Vocabulary: solid, liquid, gas, empirical,
inferences, distinguish
Vocabulary: solid, liquid, gas, container, volume,
empirical, observation, inference
Integrated Writing: TBA
Integrated Writing:
o Communicate the results of an investigation on
water and volume.
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
• C-PALMS
Lesson: 4
Standard(s):
• SC.2.P.8.5
• SC.2.N.1.2
• SC.2.N.1.3
• SC.2.N.1.4
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
• C-PALMS
Lesson: 5
Standard(s):
• SC.2.P.8.6
• SC.2.N.1.5
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
• C-PALMS
Lesson: 6
Standard(s):
• SC.2.P.9.1
• SC.2.N.1.1
Lesson Essential Question(s):
• Does the temperature change when
measured at the same time every
day?
o What are factors that may make it
change?
Lesson Essential Question(s):
• 3 states of matter
• How can we compare volume?
o Shape of container?
o Amount of water?
Vocabulary: thermometer, temperature,
Vocabulary: container, volume, shape, size
Lesson Essential Question(s):
• How does matter change?
o Cutting
o Breaking
o Dissolving
o Freezing
o Melting
o How can we change matter?
o
Vocabulary: freezing, melting, dissolving, breaking, and
degrees, heat, Sun
Integrated Writing:
Students will record the degrees taken each
day in their science logs or journals.
cutting
Integrated Writing:
Resources:
Resources:
• www.thinkcentral.com
• www.thinkcentral.com
• Fusion Teacher Resources
• Fusion Teacher Resources
• Graphic Organizers
• Graphic Organizers
• C-PALMS
• C-PALMS
Project-Based Learning Experience:
• Science Fusion Inquiry Flipchart “Sink the Boat” & “Property Scavenger Hunt” p. 14
• Science Fusion Inquiry Flipchart “How Can We Measure and Compare Objects?” p. 15
• Science Fusion Inquiry Flipchart “ The Paper Towel Mystery” & “What State is It?” p. 16
• Science Fusion Inquiry Flipchart “How Can We Compare Volumes?” p. 17
Additional Information: TBA
Integrated Writing:
Communicate the results of an investigation by writing
results of the experiment in science journals. Be sure to
include drawings/ diagrams.
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
• C-PALMS
Course Code: 5020030
Unit Title: Unit 3: Energy
Key Learning: Big Idea 10: Forms of Energy
Unit Essential Question(s):
• How do we use energy?
• How does the sun warm our homes?
Lesson: 1
Standard(s):
• SC.2.P.10.1
Course Title: Science – Grade Two
Lesson: 2
Standard(s):
• SC.2.P.10.1
Lesson: 3
Standard(s):
• SC.2.P.10.1
Lesson Essential Question(s):
• What is energy?
o Energy
o Solar Energy
Lesson Essential Question(s):
• What is solar energy and how do we use
this type of energy in our everyday lives?
Lesson Essential Question(s):
• What is heat energy and how do we use this
type of energy in our everyday lives?
Grade: 2
Days: 4 weeks
o Heat
o Light
o Electricity
Vocabulary: energy, solar, heat, light,
Vocabulary: energy, solar
electricity
Integrated Writing: TBA
Integrated Writing: TBA
Resources:
Resources:
• www.thinkcentral.com
• www.thinkcentral.com
• Fusion Teacher Resources
• Fusion Teacher Resources
• Graphic Organizers
• Graphic Organizers
• C-PALMS
• C-PALMS
Lesson: 4
Lesson: 5
Standard(s):
Standard(s):
• SC.2.P.10.1
• SC.2.P.10.1
Lesson Essential Question(s):
Lesson Essential Question(s):
• What is light energy and how do we
• What is electricity and how do we use it
use it in our everyday lives?
in our everyday lives?
Vocabulary: energy, light
Vocabulary: energy, electricity
Integrated Writing: TBA
Integrated Writing: TBA
Resources:
Resources:
• www.thinkcentral.com
• www.thinkcentral.com
• Fusion Teacher Resources
• Fusion Teacher Resources
• Graphic Organizers
• Graphic Organizers
• C-PALMS
• C-PALMS
Project-Based Learning Experience:
• Science Fusion Inquiry Flipchart “Making Toast” & “My Energy Survey” p. 20
• Science Fusion Inquiry Flipchart “ How Does the Sun Warm Our Homes?” p. 21
Additional Information: TBA
Course Code: 5020030
Course Title: Science – Grade Two
Unit Title: Unit 4: Motion
Key Learning: Big Idea 13: Forces and Changes in Motion
Unit Essential Question(s):
• What are forces?
• How do forces make objects move?
• What are magnets?
• How strong is a magnet?
Lesson: 1
Lesson: 2
Standard(s):
Standard(s):
Vocabulary: energy, heat
Integrated Writing: TBA
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
• C-PALMS
Lesson:
Standard(s):
• SC.2.P.10.1
Lesson Essential Question(s):
What is heat energy and how do we use it in our
everyday lives?
Vocabulary: energy, heat
Integrated Writing: TBA
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
• C-PALMS
Grade: 2
Days: 5 weeks
Lesson: 3
Standard(s):
•
•
SC.2.P.13.1
SC.2.P.13.2
Lesson Essential Question(s):
• What are forces?
o Pushes
o Pulls
• What are magnets?
o Pole
o Repel
o Attract
Vocabulary: energy, motion, force,
Integrated Writing: TBA
•
SC.2.P.13.3
SC.2.P.13.4
Lesson Essential Question(s):
• What causes us to stay put on the
ground and not float up into space?
Lesson Essential Question(s):
• How strong is a magnet?
Vocabulary: gravity
Integrated Writing: TBA
Vocabulary: force, greater, push, pull, motion, magnet
Integrated Writing: TBA
Resources:
Resources:
• www.thinkcentral.com
• www.thinkcentral.com
• Fusion Teacher Resources
• Fusion Teacher Resources
• Graphic Organizers
• Graphic Organizers
• C-PALMS
• C-PALMS
Project-Based Learning Experience:
• Science Fusion Inquiry Flipchart “Ramp Races” & “Pushes and Pulls” p. 22
• Science Fusion Inquiry Flipchart “How Do Forces Make Objects Move?” p. 23
• Science Fusion Inquiry Flipchart “Action At a Distance” & “ Magnetic Attraction” p. 24
Additional Information: TBA
Course Code: 5020030
Unit Title: Unit 5: Earth’s Structures
Key Learning: Big Idea 6: Earth’s Structures
Unit Essential Question(s):
• What are rocks?
• What is soil?
• How do soils differ?
•
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
• C-PALMS
Course Title: Science – Grade Two
Grade: 2
Days: 5 weeks
Lesson: 1
Standard(s):
• SC.2.E.6.1
• SC.2.N.1.1
• SC.N.1.5
Lesson: 2
Standard(s):
• SC.2.E.6.2
• SC.2.N.1.3
Lesson: 3
Standard(s):
• SC.2.E.6.3
• SC.2.N.1.2
• SC.2.N.1.4
• SC.2.N.1.4
• SC.2.N.1.6
Lesson Essential Question(s):
• What are rocks?
o Rock
o Weathering
Lesson Essential Question(s):
• What is soil?
o Soil
o Humus
o Clay
o Sand
Vocabulary: Earth, rocks, minerals, size,
shape, recognize, weathering
Integrated Writing: TBA
Vocabulary: soil, humus, clay, sand
Lesson Essential Question(s):
• How do soils differ?
o Size
o Shape
o Color
o Water Retention
o Ability to support growth of plants
Vocabulary: classify, size, shape, texture, color, particles,
water retention, nutrients
Integrated Writing: TBA
Integrated Writing: TBA
Resources:
Resources:
• www.thinkcentral.com
• www.thinkcentral.com
• Fusion Teacher Resources
• Fusion Teacher Resources
• Graphic Organizers
• Graphic Organizers
• C-PALMS
• C-PALMS
Project-Based Learning Experience:
• Science Fusion Inquiry Flipchart “Rocks Up Close” & “Rock Around the House” p. 7
• Science Fusion Inquiry Flipchart “Soil Science” & “How Much Water?” p. 8
• Science Fusion Inquiry Flipchart “How Do Soils Differ?” p. 9
Course Code: 5020030
Unit Title: Unit 6: Earth Systems and Patterns
Key Learning: Big Idea 7: Earth Systems and Patterns
Unit Essential Question(s):
• How does weather change?
• How does the sun heat earth?
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
• C-PALMS
Course Title: Science – Grade Two
Grade: 2
Days: 6 weeks
• What is evaporation?
Lesson: 1
Standard(s):
• SC.2.E.7.1
• SC.2.N.1.5
Lesson: 2
Standard(s):
• SC.2.E.7.2
• SC.2.N.1.1
• SC.2.N.1.2
• SC.2.N.1.4
Lesson: 3
Standard(s):
• SC.2.E.7.3
• SC.2.N.1.1
• SC.2.N.1.2
• SC.2.N.1.4
Lesson Essential Question(s):
• How does weather change?
o Weather
o Precipitation
o Temperature
o Water Cycle
o Evaporate
o Condense
Vocabulary: compare, describe,
temperature, precipitation, evaporation,
condensation, season, weather, water
cycle, distinguish, empirical, inference,
observation
Integrated Writing: TBA
Lesson Essential Question(s):
• How does the sun heat earth?
o Water
o Land
o Air
Lesson Essential Question(s):
• What is evaporation?
o Water left in an open container evaporates.
Vocabulary: observation, energy, directly, indirectly,
compare, investigation, conclusion
Vocabulary: container, disappears (evaporates),
compare, observation, investigation, conclusion
Integrated Writing: TBA
Integrated Writing: TBA
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
Lesson: 4
Standard(s):
• SC.2.E.7.5
Lesson: 5
Standard(s):
• SC.2.E.7.5
•
•
SC.2.N.1.2
SC.2.N.1.4
Lesson Essential Question(s):
• How can you prove that air is all
around us?
•
•
SC.2.N.1.3
SC.2.N.1.6
Vocabulary: investigate, wind, compare,
observation, conclusion
Lesson Essential Question(s):
• How can we prepare for severe
weather?
o Tornado
o Hurricane
o Lightning
o Thunderstorm
Vocabulary: severe, lightning, events, systematic,
explain, investigation, solve
Integrated Writing: TBA
Integrated Writing: TBA
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
Resources:
• www.thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
Project-Based Learning Experience:
• Science Fusion Inquiry Flipchart “Weather Journal” & “Wind Watching” p. 10
• Science Fusion Inquiry Flipchart “How Does the Sun Heat Earth?” p. 11
• Science Fusion Inquiry Flipchart “What is Evaporation?” p. 12
• Science Fusion Inquiry Flipchart “Make Your Own Tornado” & “Keep It Safe” p. 13
Additional Information: TBA
Course Code: 5020030
Course Title: Science – Grade Two
Unit Title: Unit 7: Heredity, Reproduction, and Interdependence
Key Learning:
Big Idea 16: Heredity and Reproduction
Big Idea 17: Interdependence
Unit Essential Question(s):
• What are some animal life cycles?
• How does a bean plant grow?
• What are some plant life cycles?
• What are plant needs?
• What are animal needs?
• Can plants survive in different environments?
• Where do plants and animals live?
Lesson: 1
Lesson: 2
Standard(s):
Standard(s):
• SC.2.L.16.1
• SC.2.L.17.1
• SC.2.N.1.2
• SC.2.N.1.1
• SC.2.N.1.5
• SC.2.N.1.4
Lesson Essential Question(s):
Lesson Essential Question(s):
• How does a bean plant grow?
• What are plant needs?
o Seed
o Sun
o Seedling
o Air
o Young Plant
o Water
o Adult Plant
o Nutrients
o Space
• What are some plant life cycles?
o Seed
• What are animal needs?
o Germinate
o Air
o Seedling
o Water
o Cone
o Food
o Shelter
o Space
Vocabulary: major stages, life cycles, plants,
Vocabulary: needs, plants, animals, air, water,
animals, seed, seedling, germinate, cone,
nutrients, space, food, shelter, investigation,
observation, empirical, inference
conclusion, systematic, observations,
Integrated Writing: TBA
Integrated Writing: TBA
Resources:
• www.thinkcentral.com
Resources:
• www.thinkcentral.com
Grade: 2
Days: 5 weeks
Lesson: 3
Standard(s):
• SC.2.L.17.2
• SC.2.N.1.3
• SC.2.N.1.6
Lesson Essential Question(s):
• Can plants survive in different environments?
o Basic Needs
o Surroundings
• Where do plants and animals live?
o Environment
o Habitat
Vocabulary: plants, animals, survival, habitats,
environments, basic, needs, investigation
Integrated Writing: TBA
Resources:
• www.thinkcentral.com
•
•
Fusion Teacher Resources
Graphic Organizers
•
•
Fusion Teacher Resources
Graphic Organizers
Project-Based Learning Experience:
• Science Fusion Inquiry Flipchart “Where’s the Caterpillar?” & “What’s My Life Cycle?” p. 28
• Science Fusion Inquiry Flipchart “How Does a Bean Plant Grow?” p. 29
• Science Fusion Inquiry Flipchart “Bud a Spud!” & “Speedy Seed Race” p. 30
• Science Fusion Inquiry Flipchart “Block the Light” & “Airtight Seal” p. 31
• Science Fusion Inquiry Flipchart “Raising Crickets” & “An Animal I Know” p. 32
• Science Fusion Inquiry Flipchart “Can Plants Survive in Different Environments?” p. 33
• Science Fusion Inquiry Flipchart “Keeping Warm” & “ Waxy Leaves” p. 34
Additional Information: TBA
•
•
Fusion Teacher Resources
Graphic Organizers
Course Code: 5020030
Course Title: Science – Grade Two
Unit Title: Unit 8: Organization and Development of Living Organisms
Key Learning: Big Idea 14: Organization and Development of Living Organisms
Unit Essential Question(s):
• What makes up the human body?
• What changes your heart rate?
Lesson: 1
Lesson: 2
Standard(s):
Standard(s):
• SC.2.L.14.1
• SC.2.L.14.1
• SC.2.N.1.6
• SC.2.N.1.1
• SC.2.N.1.2
• SC.2.N.1.3
• SC.2.N.1.4
• SC.2.N.5
Lesson Essential Question(s):
• What makes up the human body?
o Brain
o Stomach
o Skeleton
o Muscles
o Lungs
o Heart
Vocabulary: investigation, brain, stomach,
skeleton, muscles, lungs, heart
Integrated Writing: TBA
Lesson Essential Question(s):
• What changes your heart rate?
o Resting
o After an activity
Resources:
• www.Thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
• C-PALMS
Project-Based Learning Experience:
Resources:
• www.Thinkcentral.com
• Fusion Teacher Resources
• Graphic Organizers
• C-PALMS
Vocabulary: compare, observation, explain,
investigation, conclusion, empirical, inference
Integrated Writing: TBA
Grade: 2
Days: 5 weeks
•
•
Science Fusion Inquiry Flipchart “Bones at Work” & “Full of Air” p. 26
Science Fusion Inquiry Flipchart “What Changes Your Heart Rate?” p. 27
Additional Information: TBA
Course Code: 5020040
Course Title: Science –Grade Three
Unit Title: Unit 1: The Nature of Matter
Key Learning: Big Idea 1: The Practice of Science and Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models
Lesson: 1
Standard(s):
SC. 3.N.1.1
SC.3.N.1.6
SC.3.N.3.1
SC.3.N.3.2
SC.3.N.3.3
Lesson: 2
Standard(s):
SC.N.1.3
SC.3.N.1.6
SC.3.N.3.2
SC.3.N.3.3
Grade: 3
Days:
Lesson: 3
Standard(s):
SC.3.N.1.1
SC.3.N.1.2
SC.3.N.1.3
.
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
How Do Scientists Investigate Questions?
How Can You Use a Model?
How Do Scientists Use Tools?
Vocabulary:
Vocabulary:
Microscope
Graduated cylinder
temperature

Vocabulary:
Observe
Infer
Predict
Investigation
Hypothesis
Experiment
variable
Writing Connection:
Inquiry
TBA
Writing Connection:
TBA
Resources:
Resources:
Resources:
student edition pp. 3-14
student edition pp. 15-16, inquiry flipchart p. 3
student edition pp. 17-28
Lesson: 4
Standard(s):
SC. 3.N.1.1
SC.3.N.1.2
SC.3.N.1.3
SC.3.N.1.4
SC.3.N.1.7
Lesson: 5
Lesson:6
Standard(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
How Can You Measure Length?
How Do Scientists Record Data?
How Do Your Results Compare?
Vocabulary:
Vocabulary:
Data
Evidence
Data table
Bar graph
Vocabulary:
Standard(s):
SC. 3.N.1.1
SC.3.N.1.2
SC.3.N.1.3
SC.3.N.1.4
SC.3.N.1.5
SC.3.N.1.7
SC. 3.N.1.1
SC.3.N.1.2
SC.3.N.1.3
SC.3.N.1.4
SC.3.N.1.5
SC.3.N.1.7
InquiryInquiry flipchart p. 5
Resources:
Student Edition pp. 29-31
InquiryInquiry flipchart p. 7
Resources:
Student Edition pp. 33-40
Resources: student edition pp. 41-42. Inquiry
flipchart pp. 7
Project-Based Learning Experience: People in Science pp.43-44
Careers in Science: 6 Things You Should Know About Meteorologists
Unit 1 Benchmark Review Stu. Edition pp. 45-48
Course Code: 5020040
Course Title: Science –Grade Three
Unit Title: Unit 2: Earth and Stars
Key Learning: Big Idea 5: Earth in Space and Time and Big Idea 6: Earth Structures
Lesson: 1
Grade: 3
Days:
Standard(s):
Lesson: 2
Standard(s):
Lesson: 3
Standard(s):
SC. 3.E.5.1
Explain that stars can be different; some are smaller,
some are larger, and some appear brighter than others;
all except the Sun are so far away that they look like
points of light.
SC. 3.E.5.1
Explain that stars can be different; some are smaller,
some are larger, and some appear brighter than others;
all except the Sun are so far away that they look like
points of light.
SC.3.E.6.1
Demonstrate that radiant energy from the
Sun can heat objects and when the Sun is
not present, heat may be lost.
SC.3.E.52
Identify the Sun as a star that emits energy; some of it
in the form of light.
SC.3.E.5.3
Recognize that the Sun appears large and bright
because it is the closest star to Earth
SC.3.E.5.5
Investigate that the number of stars that can be seen
through telescopes is dramatically greater than those
seen by the unaided eye.
SC.3.N.3.2
Recognize that scientists use models to help understand
SC.3.N.1.5
Recognize the importance of communication
among scientists.
SC. 3.E.5.1
Explain that stars can be different; some are
smaller, some are larger, and some appear
brighter than others; all except the Sun are
so far away that they look like points of
SC.3.E.5.5
Investigate that the number of stars that can be seen
through telescopes is dramatically greater than those
seen by the unaided eye.
and explain how things work.
light.
SC.3.N.3.3
Recognize that all models are approximations of natural
phenomena
SC.3.N.1.5
Recognize the importance of communication
among scientists.
Lesson Essential Question(s):
Lesson Essential Question(s):
How Many Stars Do You See?
How Does the Sun Heat the Earth?
Vocabulary:
Sun
Star
Telescope
Vocabulary:
Vocabulary:
Writing Connection:
InquiryInquiry Flipchart p. 9
InquiryInquiry Flipchart p. 10
Resources:
Resources:
Resources:
student edition pp. 51-62
student edition pp. 63-64
student edition pp. 65-66
SC.3.E.6.1
Demonstrate that radiant energy from the Sun can heat
objects and when the Sun is not present, heat may be
lost.
Lesson Essential Question(s):
What Are the Sun and Stars?
TBA

People in Science:
“Ellen Ochoa/ Subrahmanyan Chandrasekhar
Student edition pp. 67-68
Lesson: 4
Standard(s):
SC.3.E.5.4
Lesson Essential Question(s):
What is Gravity?
Vocabulary:
Force
Gravity
Writing Connection:
TBA
Resources:
Student Edition p. 69-76
Project-Based Learning Experience:
Unit 2 Benchmark Review Stu. Edition p. 77-80
Course Code: 5020040
Course Title: Science –Grade Three
Unit Title: Unit 3: Properties of Matter
Grade: 3
Key Learning: Big Idea 8: Properties of Matter and Time and Big Idea 9: Changes in
Days:
Matter
Lesson: 1
Lesson: 2
Lesson: 3
Standard(s):
SC. 3.P.8.1
SC.3.P.8.2
SC.3.P.8.3
Standard(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
What are some physical properties?
How are mass and volume measured?
How is temperature measured?
Vocabulary:
Vocabulary:
Vocabulary:
InquiryInquiry Flipchart p. 13
InquiryInquiry Flipchart p. 14
Resources:
Resources:
Resources:
student edition pp. 83-94
student edition pp. 97-98
student edition pp. 99-100
SC.3.P.8.2
SC.3.N.1.3
Standard(s):
SC. 3.P.8.1
SC.3.N.1.3
SC.3.N.1.6
Matter
Physical property
Mass
Volume
Temperature
Writing Connection:
TBA
Careers in Science
“Ask a Metallurgist” and “This Leads to That”
Student Edition pp. 95-96
Lesson: 4
Lesson: 5
Standard(s):
Standard(s):
SC.3.P.9.1
Describe the changes water undergoes when it
changes state through heating and cooling by
using familiar scientific terms such as melting,
freezing, boiling, evaporation, and condensation.
SC. 3.E.5.1
Explain that stars can be different; some are smaller,
some are larger, and some appear brighter than
others; all except the Sun are so far away that they
look like points of light.
SC.3.N.1.5
Recognize the importance of communication among
scientists.
Lesson Essential Question(s):
Lesson Essential Question(s):
What are the states of matter?
How can the state of matter change?
Vocabulary:
Solid
Liquid
Gas
Evaporation
Condensation
Writing Connection:
TBA
Vocabulary:
Resources:
Student Edition pp. 101-112
Resources:
Student Edition pp 113-115
Project-Based Learning Experience:
Unit 3 Benchmark Review Stu. Edition pp. 117-120
Writing Connection:
TBA
Course Code: 5020040
Unit Title: Unit 4: Forms of Energy
Key Learning: Big Idea 10: Forms of Energy
Course Title: Science –Grade Three
Lesson: 1
Lesson: 2
Standard(s):
SC.3.P.10.3
SC.3.P.10.4
Lesson: 3
Standard(s):
SC.3.P.10.3
SC.3.P.10.4
SC.3.N.1.2
SC.3.N.1.7
Lesson Essential Question(s):
Lesson Essential Question(s):
How does light move?
What surfaces reflect light best?
Vocabulary:
Energy
Potential energy
Kinetic energy
Mechanical energy
Electrical energy
Vocabulary:
Vocabulary:
Writing Connection:
Writing Connection:
TBA
TBA
Resources:
Resources:
Resources:
Student edition pp. 123-132
Student edition pp. 135-146
Student edition p. 147-148
Standard(s):
SC.3.P.10.1
SC.3.P.10.2
SC. 3.N.1.1
Lesson Essential Question(s):
What are some forms of energy?
People in Science:
Learn about Ben Franklin
Student edition pp. 133-134

Grade: 3
Days:
Absorb
Shadow
Reflect
Refract
InquiryInquiry Flipchart p. 19
Project-Based Learning Experience:
Unit 4 Benchmark Review Stu. Edition p. 149-152
Course Code: 5020040
Course Title: Science –Grade Three
Unit Title: Unit 5: Heat Sources
Key Learning: Big Idea 11: Energy Transfer and Transformations
Lesson: 1
Standard(s):
SC. 3.P.11.1
SC.3.P.11.2
SC.3.N.3.1
Lesson: 2
Standard(s):
SC.N.1.1
SC.3.N.1.2
SC.3.P.11.1
SC.3.P.11.2
Lesson Essential Question(s):
Lesson Essential Question(s):
What are some heat sources?
Where can heat come from?
Vocabulary:
Heat
Temperature
Vocabulary:
volcanologist
Writing Connection:
Science Inquiry:
TBA
TBA
Resources:
Resources:
Student edition pp. 155-166
Inquiry Flipchart p. 21
Student edition pp. 167-168
Careers in Science:
“Ask a Volcanologist” and “Be A Volcanologist”
Grade: 3
Days:
Student edition pp. 169-170
Project-Based Learning Experience:
Unit 5: Benchmark Review Stu. Edition pp. 171-174
Course Code: 5020040
Course Title: Science –Grade Three
Unit Title: Unit 6: Plants and the Environment
Key Learning: Big Idea 14: Organization and Development of Living Organisms
Grade: 3
Days:
Lesson: 1
Standard(s):
SC.3.L.14.1
SC.3.N.3.2
SC.3.N.3.3
Lesson: 2
Standard(s):
SC.3.L.14.2
SC.3.L.14.1
SC.3.N.1.3
SC.3.N.1.4
SC.3.N.1.5
SC.3.N.1.6
Lesson: 3
Standard(s):
SC.3.L.14.2
SC.3.N.1.6
Lesson Essential Question(s):
Lesson Essential Question(s):
How do plants respond to light?
Lesson Essential Question(s):
How do plants respond to their environment?
Vocabulary:
Nutrients
Flower
Reproduce
Seed
Cone
Vocabulary:
Vocabulary:
Environment
germinate
Writing Connection:
TBA
Science Inquiry
Writing Connection:
TBA
What are some plant structures?
Resources:
Les. 1 student edition pp. 177-188
Resources:
Inquiry Flipchart p. 23
Resources:
student edition pp. 193-20
People in Science:
student edition pp. 191-192
5 things to Know About Rosa Ortiz and Now You Be a
Botanist
Student Edition pp. 189-190
student edition p. 51
Project-Based Learning Experience:
Unit 6 Benchmark Review Stu. Edition pp. 205-208
Course Code: 5020040
Course Title: Science-Grade Three
Unit Title: Unit 7: Classifying Plants and Animals
Grade: 3
Key Learning: Big Idea 15: Diversity and Evolution of Living Organisms
Days:
Lesson: 1
Standard(s):
SC.3.L.15.2
Lesson: 2
Standard(s):
SC.3.L.15.1
SC.3.N.3.2
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson: 3
Standard(s):
SC.3.L.15.1
SC.3.N.3.2
SC.3.N.1.1
Lesson Essential Question(s):
How can we classify plants?
How can we classify vertebrates?
How can we classify invertebrates?
Vocabulary:
Flowering plants
Non-flowering plants
spores
Vocabulary:
Invertebrates
Arthropods
Insects
Writing Connection:
Vocabulary:
Vertebrates
Amphibians
Reptiles
mammals
Writing Connection:
TBA
TBA
InquiryInquiry Flipchart p. 14
Resources:
Resources:
student edition pp. 211-222
student edition pp. 223-232
Lesson: 4
Standard(s):
SC.3.L.15.1
SC.3.L.15.2
SC.3.N.1.1
SC.3.N.1.7
Lesson Essential Question(s):
How do you classify things?
Vocabulary:
Science InquiryInquiry Flipchart p. 28
Resources:
Student Edition pp.245-246
Project-Based Learning Experience:
Unit 7 Benchmark Review Stu. Edition pp. 247-250
Resources:
People in Science: Meet the Insect Scientists
Oscar Liburd and Charles Henry
Turner
Student edition pp. 243-244
Course Code: 5020040
Unit Title: Unit 8: Classifying Plants and Animals
Key Learning: Big Idea 17: Interdependence
Course Title: Science – Grade Three
Grade: 3
Days:
Lesson: 1
Standard(s):
SC.3.L.17.1
Lesson: 2
Standard(s):
SC.3.L.17.2
SC.3.N.1.1
SC.3.N.1.3
SC.3.N.1.6
SC.3.L.17.1
Lesson: 3
Standard(s):
SC.3.L.15.1
SC.3.N.3.2
SC.3.N.1.1
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
How do living things change with the seasons?
What do plants need?
How do plants and animals get energy?
Vocabulary:
Flowering plants
Non-flowering plants
spores
Vocabulary:
Vocabulary:
Producer
Photosynthesis
Consumer
Food chain
Writing Connection:
InquiryInquiry Flipchart p 30
Writing Connection:
TBA
TBA
Resources:
Resources:
student edition pp. 253-264
People in Science:
Margaret Morse Nice, Luther Burbank and Be a Bird
Watcher
Student edition pp. 267-268
Student edition pp. 265-266
Project-Based Learning Experience:
Unit 8 Benchmark Review Stu. Edition pp. 279-282
Resources:
Student edition pp. 269-278
Course Code: 5020050
Course Title: Science – Grade Four
th
Unit Title: Big Idea 1, 2,& 3 and 8 &9 Practice of Science & The Characteristics Grade: 4
of Science Knowledge, The role of Theories, Laws, Hypothesis, and Models,
Properties of matter, Changes in Matter Unit 1,4
Key Learning: Students will learn that science is an understanding of the
Days: Quarter 1 (40 days)
natural world and about different scientific methods. Students will learn about
the states of matter and how matter is measured.
Unit Essential Question(s):
• What is the job of a scientist?
• How can matter be described and measured?
Lesson: Unit 1 Lesson 1-4
Lesson: Unit 1 Lesson 5-6
Lesson: Unit 4, Lessons 1,2, 5
Standard(s):
Standard(s):
Standard(s):
SC.4.N.1.1
SC.4.N.3.1
SC.4.P.8.1
SC.4.N.1.2
SC.4.N.1.3
SC.4.N.1.4
SC.4.N.1.5
SC.4.N.1.6
SC.4.N.1.7
SC.4.N.1.8
SC.4.N.2.1
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
• Why do we conduct experiments?
•
What are the different types of
• How are physical properties used to measure and
• How do we conduct investigations and
models used in scientific
compare objects?
generate explanations based on the
investigations?
evidence?
• How do we use tools and observations to
compile evidence?
• Why is it important to compare results and
repeat experiments?
• Vocabulary:
• Vocabulary:
•
Vocabulary:
evidence
spring scale
model
change of state
solid
observation
pan balance
two-dimensional
liquid
gas
data
microscope
three-dimensional
matter
density
observe
inference
hypothesis
mass
volume
classify
hypothesis
replica
mixture
solution
estimate
investigation
animation
solute
solvent
measure
observation
computer model
solubility
physical properties
infer
science
magnet / magnetic
predict
hypothesis
collect data
interpret data
investigate
scientist
communicate
variable
identify
experiment
Integrated Writing: Daily Science Journal Writing
throughout science units.
Write opinion pieces on topics or texts, supporting
a point of view with reasons and information.
a. Introduce a topic or text clearly, state an
opinion, and create an organizational structure in
which related ideas are grouped to support the
writer’s purpose.
b. Provide reasons that are supported by facts
and details..
c. Link opinion and reasons using words and
phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section
related to the opinion presented.
Integrated Writing:
http://lake.k12.fl.us/cms/lib05/FL01000799
/Centricity/domain/17/elementary%20scie
nce%20blueprints%2020142015/4th%20grade/My%20Science%20Jou
rnal.doc
Integrated Writing:
Additional Resources/Activities:
www.thinkcentral.com
Discovering Dinosaurs
http://school.discoveryeducation.com/lessonplans/
programs/tlc-dinosaurs/
Sensing Energy
http://www.sciencenetlinks.com/lessons.php?Bench
markID=1&DocID=420
Keyword: scientific method and science project
www.brainpop.com
AIMS:
Finding Your Bearings “Drift Apart” (19)
Additional Resources/Activities:
www.thinkcentral.com
http://www.seed.slb.com/en/scictr/lab/ind
ex_virtual.htm
Computer models of a variety of science
topics
Resources:
www.brainpop.com
Keyword: matter
Also reference directed inquiry and guided inquiry
investigations in each chapter.
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=
4&DocID=285
Does Soap Float?: Lesson Plan
United Streaming:
Mythbusters Episode: States of Matter
Lesson: Unit 4, Lesson 4
Lesson: Unit 4, Lesson 3
Lesson: Unit 4, Lesson 5-6
Standard(s): SC.4.P.8.2
Standard(s): SC.4.P.8.3
Standard(s): SC.4.P.8.4
Lesson Essential Question(s):
What are the properties and uses of water in each
of its states?
• Vocabulary:
change of state
solid
liquid
gas
Matter
Physical properties
Evaporation
Condensation
Base
Integrated Writing:
Lesson Essential Question(s):
What is the Law of Conservation of Mass?
Lesson Essential Question(s):
What is the property of magnetism and how is it used?
• Vocabulary:
density
mass
volume
Conservation Law
• Vocabulary:
magnetism
magnetic field
magnet
magnetic poles
electromagnet
motor
Integrated Writing:
Integrated Writing:
Resources:
www.brainpop.com
Keyword: states of matter
Resources:
AIMS:
Jawbreakers and Heart Thumpers “By
Golly, By Gum”
Resources:
www.brainpop.com
Keyword: magnets
www.thinkcentral.com
www.thinkcentral.com
www.aimsedu.org
www.brainpop.com
Keyword: Law of Conservation of Mass
www.thinkcentral.com
AIMS:
Mostly Magnets “Stick To It” (1)
www.aimsedu.org
Lesson: Unit 5, Lesson 1-2
Standard(s): SC.4.P.9.1
Lesson Essential Question(s):
What are changes in materials that result in other
materials with different characteristics?
Vocabulary:
physical change
chemical change
Integrated Writing:
Resources:
Fusion Teacher Resources.pdf
Lab Station:
Did it Change
Project-Based Learning Experience: TBA
Additional Information: Teacher led hands-on activities to demonstrate the scientific process (eg. for understanding scientific observation and recording data,
activity could be observing onion skins under a microscope and recording data; for understanding variables, activity could be changing the incline of a track to
see how it affects the distance a marble travels).
Course Code:
Course Title: Science (Fusion)
Unit Title: Big Idea 10, 11, &12 Forms of Energy and Energy Transfer and Transformations, Motion
of Objects
Key Learning: Students will understand that energy transfers and transformations cause all changes
that define our world. Students will learn that objects move in different ways and that speed is the
measure of motion.
Grade: 4th
Days: Quarter 2
(25 Days Big Idea 10 and 11)
Unit Essential Question(s):
• How does energy cause change?
• How can motion be described and measured?
Lesson: Unit 6, Lesson 1-2
Lesson:
Unit 6, Lessons 1, 2, & 4
Lesson:
Unit 6, Lesson 1, 3
Standard(s):
SC.4.P.10.1
Standard(s):
SC.4.P.10.2
Standard(s):
SC.4.P.10.3
Lesson Essential Question(s):
• What are the basic forms of energy?
Lesson Essential Question(s):
How does energy cause motion and create
change?
Lesson Essential Question(s):
How is sound produced?
Vocabulary:
thermal energy
static electricity
kinetic energy
potential energy
energy
electrical energy
• Vocabulary:
kinetic energy
potential energy
work
• Vocabulary:
compression
frequency
wavelength
pitch
chemical energy
mechanical energy
work
‘reflection
absorption
transparent
translucent
opaque
refraction
Integrated Writing:
Journal:
A student who is in your science class does not
believe that sound is produced by vibrating
objects and that pitch depends on how fast or
slow the object vibrates. Write the procedures for
a scientific investigation in order to verify your
knowledge of sound.
Create a drawing that illustrates the flow of heat
from a hot object to a cold object. Label all the
components in your drawing and use arrows to
show the direction of the heat flow and then
describe in an extended response how he at
flows using general academic vocabulary and
domain specific words and phrases
Resources:
www.brainpop.com
Keyword: forms of energy
Integrated Writing: TBA
Integrated Writing: TBA
Resources:
www.brainpop.com
Keyword: motion
Resources:
www.brainpop.com
Keyword: sound
www.aimsedu.org
various energy experiments
www.thinkcentral.com
www.thinkcentral.com
http://www.andythelwell.com/blobz/
Interactive Activity and Quiz on Electricity
The Magic School Bus - Inside the Haunted House
(video)
www.energyquest.ca.gov
Energy Facts
www.aimsedu.org
various sound experiments
www.thinkcentral.com
http://www.eia.doe.gov/kids/
Energy Resource website
Lesson: Unit 6, Lesson 4
Lesson: Unit 7, Lessons 1, 2, & 4
Lesson: Unit 7, Lessons, 3, 4
Standard(s): SC.4.P.10.4
Lesson Essential Question(s):
Standard(s): SC.4.P.11.1
Lesson Essential Question(s):
Standard(s): SC.4.P.11.2
Lesson Essential Question(s):
How are moving water and air used as sources of
energy?
How does heat move?
What is the difference between conductors and
insulators?
• Vocabulary:
wind energy
hydroelectric energy
solar energy
• Vocabulary
thermal energy
conduction
conductor
insulator
convection current
radiation
Heat
Integrated Writing:
• Vocabulary
thermal energy
conduction
conductor
insulator
convection current
radiation
heat
Integrated Writing:
Resources:
www.thinkcentral.com
Resources:
www.thinkcentral.com
Available through United Streaming:
• Bill Nye the Science Guy: Energy (video)
• Magic School Bus Gets Energized (video)
Aims: Popping with Power “Hot Head” (32
Integrated Writing:
Resources:
www.brainpop.com
Keyword: wind, water
AIMS:
Popping with Power “Wind Rollers” (41)
http://www.kidwind.org/lessons/teachers.html
Wind Energy Lesson Plans
Project-Based Learning Experience: TBA
Additional Information: Graphic Organizers.pdf
Course Code:
Course Title: Science (Fusion)
Unit Title: Big Idea 10, 11, &12 Forms of Energy and Energy Transfer and Transformations,
Grade: 4th
Motion of Objects
Key Learning: Students will understand that energy transfers and transformations cause all
changes that define our world. Students will learn that objects move in different ways and that
speed is the measure of motion.
Days: Quarter 2
(20 days Big Idea 12)
Unit Essential Question(s):
• How does energy cause change?
• How can motion be described and measured?
Lesson: Unit 8, Lesson 1
Lesson: Unit 8, Lesson 1-2
Standard(s): SC.4.P.12.1
Standard(s): SC.4.P.12.2
Lesson Essential Question(s):
• What is motion?
Lesson Essential Question(s):
Integrated Writing: TBA
How does force affect moving objects?
• Vocabulary:
• relative motion
• frame of reference
• speed
• velocity
• position
• acceleration
Integrated Writing: TBA
Resources:
www.thinkcentral.com
Resources:
www.thinkcentral.com
Activity: Sidetracked
• Create a path for a marble or toy car that
causes it to slow down, speed up and change
direction. Use split empty toilet paper rolls,
connect to create trough/chute style track.
http://school.discoveryeducation.com/lessonplans/pr
ograms/rulesforces/
Toy Car Experiment
• Vocabulary:
force
friction
http://www.hometrainingtools.com/articles/ballo
on-rocket-car-project.html
Website with lesson for Balloon Rocket Car
http://school.discoveryeducation.com/lessonplans/pr
ograms/forces/
Luge experiment on friction
Course Code:
Course Title: Science (Fusion)
th
Unit Title: Big Idea 5 and 6 Earth in Space and Time & Earth Structures (Unit 2 and 3)
Grade: 4
Key Learning: Students will learn that patterns in space stay the same but appear to change
because of Earth’s rotation and that Earth revolves around the sun. They will discover several
ways that Earth’s resources can change.
Unit Essential Question(s): What are some patterns in space? How does Earth’s resource change?
Days: Quarter 3
(10 days Big Idea 5)
(30 days Big Idea 6)
Lesson: Unit 2 Lesson 1
Standard(s):
SC.4.E.5.1
Lesson: Unit 2 Lesson 3
Standard(s):
SC.4.E.5.2
Lesson Essential Question(s):
How do the patterns of the stars differ
among the seasons?
• Vocabulary:
axis
rotation
revolution
orbit
ellipse
eclipse
lunar eclipse
solar eclipse
constellation
Integrated Writing: TBA
Lesson Essential Question(s):
What are the phases of the moon?
Integrated Writing: TBA
Integrated Writing: TBA
Additional Resources/Activities:
www.nightsky.jpl.nasa.gov
Additional Resources/Activities:
www.brainpop.com
Keyword: moon
Resources:
www.windows.ucar.edu
Windows to the Universe
www.kidcosmos.org
www.brainpop.com
Keyword: earth
www.brainpop.com
Keyword: earth
www.thinkcentral.com
www.thinkcentral.com
www.thinkcentral.com
• Vocabulary:
eclipse
lunar eclipse
solar eclipse
constellation
moon phases
telescope
Lesson: Unit 2 Lesson 1-2
Standard(s):
SC.4.E.5.3
SC.4.E.5.4
Lesson Essential Question(s):
How are the movements of the Earth, Sun, moon and stars interrelated?
Vocabulary:
• axis
• rotation
• revolution
• orbit
• ellipse
• gravity
www.stardate.org/nightsky
http://www.classzone.com/books/earth_science/terc/content/visualizations
/es0408/es0408page01.cfm?chapter_no=04
Explore Earth’s Yearly Revolution
http://www.eyeonthesky.org/lessonplans/05sun_daynight.html
Lesson Plan: Day and Night
www.nasa.gov
www.brainpop.com
Keyword: International Space Station
http://daphne.palomar.edu/jthorngren/tutorial.htm Animation and
Information on the Earth’s rotation and revolution around the Sun.
http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.lp_superstar/
Our Super Star
http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.riseset/
Observe Sunrise and Sunset
Lesson: Unit 2 Lesson 4
Standard(s):
SC.4.E.5.5
Lesson: Unit 3 Lesson 4
Standard(s):
SC.4.E.6.1
Lesson: Unit 3 Lesson 2-3
Standard(s):
SC.4.E.6.2
Lesson Essential Question(s):
How does space research and exploration
affect the economy of Florida?
Lesson Essential Question(s):
What are the 3 categories of rocks?
Lesson Essential Question(s):
What are the physical properties of common earth-forming minerals?
• Vocabulary:
telescope
space probe
Vocabulary:
• sediment
• sedimentary rocks
• fossil
• igneous rock
• metamorphic rocks
• rock
• rock cycle
•
Integrated Writing: TBA
Vocabulary:
• minerals
• luster
Resources:
www.brainpop.com
Keyword: types of rock
Resources:
www.brainpop.com
Keyword: mineral identification
www.kidsearth.nasa.gov
www.kidsearth.nasa.gov
www.extremescience.com
www.extremescience.com
www.thinkcentral.com
www.thinkcentral.com
http://www.rocksforkids.com/
Rocks for Kids
http://www.rocksforkids.com/
Rocks for Kids
Integrated Writing: TBA
Resources:
www.thinkcentral.com
Integrated Writing: TBA
www.nasa.gov
http://www.spaceag.org/
www.youtube.com
Mr. Lee’s Rock Cycle Rap
Lesson: Unit 3 Lesson 3
Standard(s):
SC.4.E.6.3
Lesson: Unit 3 Lesson 1
Standard(s):
SC.4.E.6.4
Lesson: Unit 2 Lesson 4 Unit 3 Lesson 5
Standard(s):
SC.4.E.6.5
SC.4.E.6.6
Lesson Essential Question(s):
What is the difference between renewable
and nonrenewable resources?
Lesson Essential Question(s):
What are the differences between
physical weathering and erosion?
Lesson Essential Question(s):
What renewable and nonrenewable resources are found in Florida?
Vocabulary:
• solar energy
• humus
• solar cells
• ore
• fossil fuels
• petroleum
• conservation
• recycling
• resources
• renewable resources
• nonrenewable resources
Integrated Writing:
Resources:
www.brainpop.com
Keywords: fossil fuels, humans and the
environment, natural resources
www.thinkcentral.com
Vocabulary:
• landforms
• weathering
• erosion
• deposition
• landslide
• sediment
Vocabulary:
• solar energy
• humus
• solar cells
• ore
• fossil fuels
• petroleum
• conservation
• recycling
• resource
• renewable resources
• nonrenewable resources
Integrated Writing:
Resources:
Florida Social Studies Text, Chapter 1
http://www.rocksforkids.com/
Rocks for Kids
www.extremescience.com
http://www.teachersdomain.org/resource/ess
05.sci.ess.earthsys.lp_recycle/
Recycling and Compost
Integrated Writing:
Resources:
www.brainpop.com
Keyword: weathering, erosion
www.kidsearth.nasa.gov
http://fcit.usf/florida/lessons
Florida Then and Now: “Florida Land Then and Now”, and “Florida
Water Then and Now”
www.thinkcentral.com
www.usgs.gov
Science in Your Backyard
Video:
Magic School Bus Blows Its Top
www.dep.state.fl.us
Florida Geological Survey
www.thinkcentral.com
Project-Based Learning Experience: TBA
Additional Information: TBA
Course Code:
Course Title: Science (Fusion)
th
Unit Title: Big Idea 16 and 17 Heredity and Reproduction, Interdependence
Grade: 4
Key Learning: Students will learn that living things go through stages called “the life cycle”, and
Days: Quarter 4
inherit different characteristics that might be affected by the environment. Students will learn
(20 days Big Idea 16)
that living things depend on their environmental food chain and the importance as well as
(15 days for Big Idea 17)
characteristics of ecosystem.
Unit Essential Question(s): How do living things grow and change? How do living things interact in their environment?
Lesson: Unit 9, Lessons 1-2
Standard(s): SC.4.L.16.1
Lesson Essential Question(s):
What is the process of sexual reproduction in
flowering plants?
Lesson: Unit 9, Lesson 4
Standard(s): SC.4.L.16.2
Lesson Essential Question(s):
What are the major stages in the life cycles of
Florida plants and animals?
Lesson: Unit 9, Lesson 4
Standard(s): SC.4.L.16.3
Lesson Essential Question(s):
How does heredity and learning shape animal
behaviors?
Vocabulary:
• sepal
• pistil
• stamen
• ovary
• fertilization
• germination
• maturity
• pollination
Integrated Writing:
Human beings should not go more than 3 days
without water. Think about how you Would feel if
you had to go a whole day without water (or any
liquids like milk or
soda.)
Write to explain how your eyes, lips, throat, skin,
and muscles might feel without any water.
Vocabulary:
• adaptation
• predator
• dormant
• heredity
• learned behavior
• instinct
Vocabulary:
• adaptation
• predator
• instinct
• learned behavior
• offspring
• heredity
Integrated Writing:
People should drink lots of water because it leaks
out of our bodies in many ways. Think of a time
when you were sad and your eyes leaked (tears),
when you were hot and your skin leaked (sweat), or
when you were hurt and your body leaked (blood).
Write to explain what happened to make you leak
water and how you felt when it
happened.
Integrated Writing:
Imagine that you were marooned on a dry desert
island. Think about what three foods you would
want to help you survive. Write to explain why you
chose these three foods. How would your food
choices help you to adapt.
Additional Resources/Activities:
www.brainpop.com
Keyword: seed plants, pollination
Additional Resources/Activities:
www.brainpop.com
Keyword: plant growth
http://www2.bgfl.org/bgfl2/custom/resources_ftp
/client_ftp/ks2/science/plants_pt2/
The Life Cycle of a Plant Interactive Web
Activity
www.thinkcentral.com
www.mimioconnect.com
“Parts of a Flower”
http://www.bbc.co.uk/schools/ks2bitesize/science
/living_things/life_cycles/play.shtml (BBC: Living
Additional Resources/Activities:
www.brainpop.com
Keyword: behavior
AIMS: Budding Botanist: “A Flower Study” (49)
http://teacher.scholastic.com/dirtrep/animal/index.h
tm
Investigate and Report Animal Adaptations
http://www.sciencenetlinks.com/lessons.cfm?DocID
=81
Bird Beak Lesson
http://animals.howstuffworks.com/animal-
http://www.tryscience.org/experiments/experiments
_begin.html?botany
Animal Attraction Interactive Activity
http://www.pbs.org/wnet/nature/episodes/insidethe-animal-mind/introduction/2081/ (PBS:Animal
Things - Interactive Game)
http://www.sciencenetlinks.com/interactives/class.ht
ml
http://school.nettrekker.com/goExternal?np=/ext
Interactive Game Show with Animal
ernal.ftl&pp=/error_ie6.ftl&evlCode=299807&pro Characteristics
ductName=school (Teacher’s Domain: From Seed
http://pelotes.jea.com/
to Flower)
• Animals and Plants: Alligators, Amazing Ants, Bats,
Birds, Black Bears, Butterfly Biology, Butterfly
Gardens, Caterpillars, Mammals Mammoths,
Manatees, Migration, Plant Adaptations, Red
Wolves, Reptiles, Spiders, Dragonflies, Longleaf
Pines,
• Resources & Responsibilities: Clean Coal, Coral
Reefs, Electrical Safety, Energy Conservation,
Hurricanes, Recycling, Sandy Beaches, Solar
Science, Water Conservation, Wetlands, Wild
Parrot Pets, Zoo Endangered Species, Fire in the
Woods
http://flame.fl-dof.com/apps/trees.php
Forest Trees of Florida
facts/animal-camouflage.htm (Animal Camouflage)
Minds)
http://www.nature.ca/genome/04/042/042_10_e.cfm
(Heredity Traits Poll)
Lesson: Unit 9, Lessons 1, 3
Standard(s): SC.4.L.16.4
Lesson: Unit 10, Lesson 1
Standard(s): SC.4.L.17.1
Lesson: Unit 10, Lesson 2
Standard(s): SC.4.L.17.2
Lesson Essential Question(s):
How does the environment affect characteristics
of plants and animals?
Lesson Essential Question(s):
What are the seasonal changes in Florida plants and
animals?
Lesson Essential Question(s):
How does energy flow in a food chain?
Vocabulary:
• dormant
• complete metamorphosis
• incomplete metamorphosis
• nymph
• life cycle
Vocabulary:
• dormancy
• hibernation
• migration
Vocabulary:
• decomposers
• consumers
• energy transfer
• producers
• nutrients
• photosynthesis
Integrated Writing: TBA
Integrated Writing: TBA
Integrated Writing: TBA
Resources:
www.thinkcentral.com
Resources:
www.basinalliance.org/watershed-intro-lakes.htm
Coastal Dune Lakes
Resources:
www.brainpop.com
Keyword: food chain
www.discover30a.com/discover
Coastal Dune Lakes
www.thinkcentral.com
www.brainpop.com
Keyword: behavior
AIMS:
Math + Science: “Dealing with Data” (35)
www.dep.state.fl.us/evergladesforever
Florida Then and Now website: “The Florida
Everglades”
http://www.reachoutmichigan.org/funexperiment
s/quick/eric/mealworm.html
Mealworm Metamorphosis
http://naturalsciences.sdsu.edu/classes/lab2.6/lab
2.6.html
www.thinkcentral.com
http://flame.fl-dof.com/apps/trees.php
Forest Trees of Florida
How do flowering plants reproduce?
Project-Based Learning Experience: TBA
Additional Information: TBA
Course Code:
Course Title: Science (Fusion)
Unit Title: Big Idea 16 and 17 Heredity and Reproduction, Interdependence
Grade: 4
th
Key Learning: Students will learn that living things go through stages called “the life cycle”, and
Days: Quarter 4
inherit different characteristics that might be affected by the environment. Students will learn that
(20 days Big Idea 16)
living things depend on their environmental food chain and the importance as well as
(15 days for Big Idea 17)
characteristics of ecosystem.
Unit Essential Question(s): How do living things grow and change? How do living things interact in their environment?
Lesson: Unit 10, Lesson 3
Lesson: Unit 10, Lessons 4, 5
Standard(s): SC.4.L.17.3
Standard(s): SC.4.L.17.4
Lesson Essential Question(s):
How does energy flow in a food chain?
Lesson Essential Question(s):
How do plants and animals impact the
environment?
Vocabulary:
• succession
• extinct
• endangered
• environment
• hazardous waste
• pollution
• conservation
Integrated Writing: TBA
Vocabulary:
• herbivores
• carnivores
• omnivores
• food chain
• food web
• prey
Integrated Writing: TBA
Resources:
www.brainpop.com
Keyword: ecosystems
Resources:
http://www.rustletheleaf.com/lessonplans.html
(Rustle the Leaf: Teaching Resources)
www.thinkcentral.com
Resources:
Project-Based Learning Experience: TBA
Additional Information: TBA
Course Code:
Unit Title: Unit 1: Scientist at Work
Resources:
Course Title: Science- Grade 5
Grade: 5
Key Learning: Big Idea 1: The Practice of Science and Big Idea 2: The Characteristics of Scientific
Days:
Knowledge
Unit Essential Question(s): What is Science? How do scientists learn about the natural world?, What are some types of investigations?, How do
you perform a controlled experiment?, What tools do scientists use? How can Scientists learn from observations?
Lesson: 1
Lesson: 2
Lesson:3
Standard(s):
Standard(s):
Standard(s):
SC.5.N.1.6
SC.5.N.1.1
Recognize and explain the differences
SC.5.N.2.1
Define a problem, use appropriate reference
Recognize and explain that science is grounded in materials to support scientific
between personal opinion/interpretation
empirical observations that are testable;
and verified observation.
understanding, plan and carry out scientific
explanation must always be linked with evidence.
investigations of various types such as:
SC.5.N.2.1
systematic observations, experiments
Recognize and explain that science is
requiring the identification of variables,
grounded in empirical observations that are
collecting and organizing data, interpreting
testable; explanation must always be linked
data in charts, tables, and graphics, analyze
with evidence.
information, make predictions, and defend
conclusions.
SC.5.N.2.2
Recognize and explain that when scientific
SC.5.N.1.2
investigations are carried out, the evidence
Explain the difference between an
produced by those investigations should be
experiment and other types of scientific
replicable by others.
investigations.
SC.5.N.1.3
Recognize and explain the need for
repeated experimental trials.
SC.5.N.1.4
Identify a control group and explain its
importance in an experiment.
SC.5.N.1.5
Recognize and explain that authentic
scientific investigation frequently does not
parallel the steps of “the scientific method.”
Lesson Essential Question(s):
Lesson Essential Question(s): How Do Scientists
Lesson Essential Question(s): What are some
What Is Science? Differentiation-Leveled
Questions
Extra Support: What is your opinion about
snakes? Should your opinion affect how
you investigate them?
What would make some scientific
conclusions more useful or important than
others?
Learn About the Natural World?
T.E. 23: Differentiation-Leveled Questions: Extra
Support
What are the three types of investigations?
types of Investigations?
Vocabulary: investigation, science,
evidence, opinion
Integrated Writing: Read “Prove It” pp.6
and 7 and write a short story to help
students understand how Redi used
experimentation to reach a different
conclusion from the understanding of his
day, invite students to retell Redi’s story
from the point of view of his ten year old
son or daughter, who witnesses his
activities and asks him questions?
Encourage students to be creative in their
use of figurative language and dialogue.
Short stores should be from two to three
pages in length.
Vocabulary: Prediction, data
Vocabulary: scientific methods, experiment,
variable, control
Identify and control variables p. 30
Materials: water, vinegar, sugar, salt, 4 cups
and 4 thermometers
Resources: student edition pp. 3-16,
flipchart. P.2. digital lesson
Integrated Writing: T.E. 36A Write a Help-Wanted
Ad: Direct students to write a help wanted
advertisement for a position as a scientist. Have
them describe what a scientist does and how one
thinks. As a pre-writing activity, have students
review the lesson and brainstorm points to be
made in the ad(for example, must be interested in
investigating the natural world, must make
observation, plan investigations, and not let
opinions affect investigations.)
Guided Inquiry
Materials: origami weather predictor sheet,
scissors, pencil, weather forecast from a
newspaper
Resources: student edition pp.17-20,
Flipchart p.3. virtual lab
Resources: pp. 21-36, flipchart, digital lesson
Lesson: 4
Standard(s):
SC.5.N.1.2
Explain the difference between an
experiment and other types of scientific
investigations.
SC.5.N.1.5
Recognize and explain that authentic
scientific investigation frequently does not
parallel the steps of “the scientific method.”
Lesson Essential Question(s): How do you
perform a controlled experiment?
Vocabulary: controlled experiment
Lesson:5
Standard(s):
SC.5.N.1.1
Define a problem, use appropriate reference
materials to support scientific understanding, plan
and carry out scientific investigations of various
types such as: systematic observations,
experiments requiring the identification of
variables, collecting and organizing data,
interpreting data in charts, tables, and graphics,
analyze information, make predictions, and defend
conclusions.
Lesson Essential Question(s): What are some
science tools?
Lesson:6
Standard(s):
SC.5.N.1.1
Define a problem, use appropriate
reference materials to support scientific
understanding, plan and carry out scientific
investigations of various types such as:
systematic observations, experiments
requiring the identification of variables,
collecting and organizing data, interpreting
data in charts, tables, and graphics, analyze
information, make predictions, and defend
conclusions.
SC.5.N.1.2
Explain the difference between an
experiment and other types of scientific
investigations.
Lesson Essential Question(s): How Can
Scientists Learn from Observations?
T..E. Differentiation Questions: Extra
Support: Which instruments is used to
measure an unknown mass? Challenge:
How is a pan balance like a balance beam?
Vocabulary: draw conclusions, analyze
Vocabulary: microscopic, balance, spring scale,
accurate
Controlled experiment p.36
Making measurements p.39
Materials: small ball, meter stick
Materials: measuring cup, water, graduated
cylinder, plastic cup, beaker, marker
Resources: student edition pp. 37-38,
Resources: student edition pp. 39-52, flipchart p.6, Resources: student edition pp.53-54,
flipchart p.5 , virtual lab
digital lesson
flipchart p. 7, virtual lab
Project-Based Learning Experience: Careers in Science- Zoologist pp.55-56
T.E.-16A-Social Studies Connection: Use a Timeline, 16A – T.E.-Math Connection Write a Help-Wanted Ad Lesson
Course Code:
Course Title: Science- Grade Five
Unit Title: Unit 2: The Solar System and the Universe
Grade: 25
Key Learning: Big Idea 5: Earth in Space and Time
Days:
Unit Essential Question(s): What objects are part of the solar system? How do we observe objects in the solar system?, What are stars
and galaxies?
Lesson: 1
Lesson:2
Lesson:3
Standard(s):
Standard(s):
Standard(s):
SC.5.E.5.2
SC.5.E.5.2
SC.5.E.5.1
Recognize the major common characteristics of
Recognize the major common characteristics of Recognize that a galaxy consists of gas,
dust and many stars, including any objects
all planets and compare/contrast the properties
all planets and compare/contrast the
orbiting the stars. Identify our home galaxy
of inner and outer planets.
properties of inner and outer planets.
as the Milky Way.
SC.5.E.5.3
SC.5.N.2.1
Distinguish among the following objects of the
Recognize and explain that science is
Solar System-Sun, planets, moons, asteroids,
grounded in empirical observations that are
comets- and identify Earth’s position in it
testable; explanation must always be linked
with evidence.
SC.5.N.1.2
Explain the difference between an experiment
and other types of scientific investigation
SC.5.E.5.3
Distinguish among the following objects of the
Solar System-Sun, planets, moons, asteroids,
comets- and identify Earth’s position in it
Lesson Essential Question(s):
What Objects are part of the solar system? T.E.
Differentiation- Extra Support: What is our solar
systems made up of?
Challenge: How are the sun, the planets and
their moon all connected in our solar system?
Lesson Essential Question(s):
How do we Observe objects in the solar
system?
Lesson Essential Question(s):
What are stars and galaxies?
Vocabulary: solar system, planet, dwarf planet,
asteroid, comets
Writing –T.E. 68 student choose a planet and
Vocabulary: solar system
Vocabulary:
astronomy, star, universe, galaxy
Optional inquiry
Inquiry: Materials: flipchart p.9, poster,
find out about the mythological deity. TE p.68
Optional inquiry(flipchart p.8) materials
Marker, tape, measuring tape, paper, string,
scissors, wooden stakes,(30-40 minutes)
First sightings, Materials: flipchart p.8 and
internet
(planet, moon, asteroid, comet or other solar
system object) binoculars
Materials: flipchart p.10
Washable color markers, large coffee
filters, newspaper, cup of water, dropper,
black poster board, scissors, glue stick
Colorful stars: materials: internet, soler
system books.
Resources: student edition pp.63-80
Flipchart p.8 , digital lesson
Resources: student edition pp. 83-92
Flipchart p.10, digital lesson
Lesson:
Standard(s):
Resources: student edition pp.81-82
Flipchart p.9
Virtual lab(guided inquiry)
Lesson:
Standard(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
Vocabulary:
Integrated Writing:
Vocabulary:
Integrated Writing:
Vocabulary:
Integrated Writing:
Lesson:
Standard(s):
Resources:
Resources:
Resources:
Project-Based Learning Experience: People in Science pp. 93-94, T.E. 80A -Language Arts Connection- Write Space Poems, Social Studies
Connection:
Additional Information: Benchmark Review pp.95-96, Benchmark test and Performance Assessment
Course Code:
Course Title: Science- Grade 5
Unit Title: Unit 3: Weather, Climate, and the Water Cycle
Grade: 5
Key Learning: Earth Systems and Patterns
Days:
Unit Essential Question(s): What is the water cycle? What happens during the water cycle?, How do we measure weather?, How do
weather patterns help us predict weather? How can we observe weather patterns? What factors affect climate?
Lesson: 1
Standard(s):
SC.5.E.7.1
Create a model to explain the parts of the
water cycle. Water can be a gas, a liquid,
or a solid and can go back and forth from
one state to another.
Lesson:2
Standard(s):
SC.5.E.7.1
Create a model to explain the parts of the
water cycle. Water can be a gas, a liquid, or a
solid and can go back and forth from one state
to another.
Lesson:3
Standard(s):
SC.5.E.7.3
Recognize how air temperature barometric
pressure, humidity, wind speed and direction,
and precipitation determine the weather in a
particular place and time.
SC.5.E. 7.2
Recognize that the ocean is an integral
part of the water cycle and connected to
all Earth’s water reservoirs via evaporation
and precipitation processes.
SC.5.E. 7.2
Recognize that the ocean is an integral part of
the water cycle and connected to all Earth’s
water reservoirs via evaporation and
precipitation processes.
SC.5.E.7.4
Distinguish among the various forms of
precipitation (rain, snow, and sleet. hail), making
connections to the weather in a particular place
and time.
SC.5.N.1.1
Define a problem, use appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigations of
various types such as: systematic observations,
experiments requiring the identification of
variables, collecting and organizing data,
interpreting data in charts, tables, and
graphics, analyze information, make
predictions, and defend conclusions.
SC.5.N.1.5
Recognize and explain that authentic scientific
investigation frequently does not parallel the
steps of “the scientific method.”
Lesson Essential Question(s): What is the
Water Cycle?
Lesson Essential Question(s): What happens
during the water cycle?
Lesson Essential Question(s): How do we
measure weather?
Vocabulary: water cycle, evaporation,
precipitation, atmosphere, condensation,
runoff
Writing Connection: Water cycle Haiku:
Tell students that a haiku usually has 3
lines. The first line has five syllables, the
second line has seven syllables, and the
last line has five syllables. Suggest that
students devote one line in the haiku to
each process in the water cycle. Read
students examples of haikus to help them
understand how the poems paint a visual
image in the reader’s mind. Have students
revise and illustrate their haikus.
Optional Inquiry-flipchart p. 11
Materials 2 shallow rectangular pans, fan,
water,500 mL beaker, black marker
Materials-thermometer, room
temperature, cool and icy water,
stopwatch or clock.
Vocabulary: water cycle
Vocabulary: weather, barometer, humidity,
anemometer
Materials: flipchart p. 12. Student edition p. 11
Materials: 2 plastic containers, modeling clay,
water, plastic wrap, salt, 2 small weights, 2
rubber bands or masking tape, measuring
spoons, measuring cup, dropper,
Writing Connection: “The Doppler Effect” T.E. p.
126A
Directed Inquiry T.E. p. 127A “Make a Model
Tornado” and “Be Prepared”
Materials: 2 liter plastic bottle with cap, water,
food coloring, dishwashing soap, timer.
Optional Inquiry- flipchart p.13
Materials 8 ½ x 11 sheets white paper(2)
8 ½ x 11 sheets blue paper(3), glue sticks,
scissors
Materials- pencil, straw, index card, modeling
clay and push pin
Resources: Student Edition pp.99-112
Inquiry Flipchart p.11
Resources: student edition pp.113-114
Inquiry Flipchart p. 12
Virtual Lab
Resources: student edition pp.115-126
Lesson: 4
Lesson: 5
Lesson: 6
Standard(s):
SC.5.E.7.3
Recognize how air temperature barometric
pressure, humidity, wind speed and
direction, and precipitation determine the
weather in a particular place and time.
Standard(s):
SC.5.E.7.3
Recognize how air temperature barometric
pressure, humidity, wind speed and direction,
and precipitation determine the weather in a
particular place and time.
Standard(s):
SC.5.E.7.5
Recognize that some of the weather-related
differences, such as temperature and humidity,
are found among different environments, such
as swamps, deserts, and mountains.
SC.5E.7.7
Design a family’s preparedness plan for
natural disasters and identify the reasons
for having such a plan.
SC.5.E.7.4
Distinguish among the various forms of
precipitation (rain, snow, and sleet. hail),
making connections to the weather in a
particular place and time.
SC.5.7.6
Describe characteristics (Temperature and
precipitation) of different climate zone as they
relate to latitude, elevation, and proximity to
bodies of water.
SC.5.N.1.1
Define a problem, use appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigations of
various types such as: systematic observations,
experiments requiring the identification of
variables, collecting and organizing data,
interpreting data in charts, tables, and
graphics, analyze information, make
predictions, and defend conclusions.
SC.5.N.1.6
Recognize and explain the differences between
personal opinion/interpretation and verified
observation.
Lesson Essential Question(s): How do
weather patterns help us predict weather?
Lesson Essential Question(s): How can we
observe weather patterns?
Lesson Essential Question(s): What factors affect
climate?
Vocabulary: air pressure, wind, air mass,
front, weather map
Writing Connection: “A Wind’s Name”
Vocabulary: thermometer, barometer, humidity
Vocabulary: climate, climate zone, equator,
latitude
Writing Connections:
Differentiated Inquiry : Easy: Cloud poster-Give
Have students use internet and other
resources to write a two-page report
about a named local or global wind. In the
report, students should identify the wind’s
geographical location, direction, and the
reason it is important.
students cotton balls, glue and construction
“A Traveling Stream” On its journey, the Gulf
paper. Have them use the materials and the
Stream flows by places such as Cuba, the
cloud identification chart in their student
Yucatan Peninsula, the Florida Keys, and the
edition to make their own cloud posters.
British Isles. Have students do research about
Students should label each cloud type.
any place along the Gulf Stream’s path. Then
Average: “Temperature Graphs” Suggest that
have them write a two-page descriptive report
students make line graphs showing daily
about the place’s weather, climate and
temperature changes over the time period
geography.
covered by the activity. Students should plot
days of the week on the horizontal axis. They
should plot temperature on the vertical axis.
Students should make a graph for each week
of data they collect. Discuss how graphs help
students recognize trends in data.
Resources: student edition pp.127-140,
Resources: student edition pp. 141-142, inquiry Resources: student edition pp.143-156,
inquiry flipchart p.14, digital lesson
flipchart p.15, virtual lab
Inquiry flipchart p. 16, digital lesson
Project-Based Learning Experience: Careers In Science pp. 157-158 -“Case study” Writing Connection
Additional Information: Benchmark test and Performance Assessment pp. AG 28-AG 33
Course Code:
Course Title: Science- Grade 5
Unit Title: Unit 4: The Nature of Matter
Key Learning: Big Idea 8: Properties of Matter and Big Idea 9: Changes in Matter
Grade: 5
Days:
Lesson: 1
Lesson: 3
Lesson: 2
Standard(s):
SC.5.P.8.1.
Compare and contrast the basic properties of solids,
liquids, and gases, such as mass, volume, color, texture,
and temperature.
Standard(s):
SC.5.P.9.1
Investigate and describe that many physical and
chemical changes are affected by temperature
Standard(s):
SC.5.P.9.1
Investigate and describe that many physical
and chemical changes are affected by
temperature.
SC.5.N.1.3
Recognize and explain the need for repeated
experimental trials.
SC.5.N.2.2
Recognize and explain that when scientific
investigations are carried out, the evidence
produced by those investigations should be
replicable by others.
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
How Does Matter Change?
How can temperature change matter?
Vocabulary:
Vocabulary:
Vocabulary:
Matter
Temperature
Liquid
Volume
Solid
gas
Writing Connection:
physical change
chemical change
reaction
graduated cylinder
Writing Connection:
Inquiry-
Have student pretend that they are a molecule of water
in an ice cube, outside on a sunny day. Instruct them to
write a narrative explaining what happens to them as
the sun supplies energy to the ice and changes of state
occur. Encourage creativity. Some students might want
to extend the narrative by showing what happens when
the sun goes down and energy-releasing changes occur.
Invite student volunteers to share their narratives.
Optional inquiry-flipchart p. 17 materials: 2 plastic
containers, thermometer, measuring cup, ice cubes,
warm water, boiling water and salt.
Write an Email, Tell students to pretend that they just
moved to Ohio from Florida. They liked to send e-mails to
their friends in Florida, telling them what is different about
their new home. It is now spring, and the roads are full of
holes! Have them write an e-mail to a friend telling them
how the Ohio winter caused so much damage to the
roads. E-mails should include that the freezing and
thawing that occurred during the winter caused small
cracks in the roads to become larger, breaking up the road
surface. Optional inquiry- flipchart p. 18 materials: Spoon,
baking soda, salt, 2 small containers, matches, 25 pennies,
flipchart p. 19-student edition p. 193
Materials: safety goggles, lab aprons, dry
yeast, sugar, 3 balloons, funnel, measuring
spoons, graduated cylinder, ice water, roomtemperature water, hot water, 3 tubs or
buckets, ruler and string
What are Solids, Liquids, and Gases?

Materials: student may choose classroom resources
steel nail, vinegar
Materials: students may choose other substances to test
Resources:
Resources:
Resources:
student edition pp.165-178, inquiry flipchart p. 17, digital student edition pp. 179-192, inquiry flipchart, digital lesson
lesson
student edition pp. 193-194, Inquiry flipchart
p.19, virtual lab
Lesson: 4
Lesson:6
Lesson: 5
Standard(s):
Standard(s):
Standard(s):
SC.5.P.8.2.
Investigate and identify materials that will dissolve in
water and those that will not and identify conditions that
will speed up or slow down the dissolving process.
SC.5.P.8.2
Explore the scientific theory of atoms (also called the
atomic theory) by recognizing that all matter is composed
of parts that are too small to be seen without
magnification.
SC.5.P.8.4
SC.5.P. 8.3.
Demonstrate and explain that mixtures of solids can be
separated based on observable properties of their parts
such as particle size, shape, color, and magnetic
attraction.
Explore the scientific theory of atoms (also
called atomic theory) by recognizing that all
matter is composed of parts that are too
small to be seen without magnification.
SC.5.N.1.1
Define a problem, use appropriate reference materials to
support scientific understanding, plan and carry out
scientific investigations of various types such as:
systematic observations, experiments requiring the
identification of variables, collecting and organizing data,
interpreting data in charts, tables, and graphics, analyze
information, make predictions, and defend conclusions.
Lesson Essential Question(s):
What are mixtures and solutions?
SC.5.N.1.4
Identify a control group and explain its importance in an
experiment.
Lesson Essential Question(s):
What affects the speed of dissolving?
Lesson Essential Question(s):
What is the Atomic Theory?
Vocabulary:
Vocabulary:
Vocabulary:
Mixture
solution
Hypothesis
procedure
Atoms
Element
atomic theory
compound
Writing Connection:
Challenge students to come up with ways to convince
other students in the school to recycle. Explain that the
method they choose must include a written component.
For example, students may write an announcement or
make a poster. Explain that persuasive writing may
include citing reasons, use of repetition. Addressing
objections, storytelling and use of metaphors. Have
students share their completed works with other
students.
Optional inquiry- flipchart p. 20
Materials: plastic cup, pencil, water, tape, black marker,
coffee filter, scissors Materials: students may choose
other substances besides salt, sand and soil.
Inquiryflipchart p. 21, student edition p.
209
Materials: safety goggles, lab apron, coarse salt, table salt,
2 spoons, stopwatch, measuring spoons, tap water, warm
water and 3 clear containers.
Optional inquiryflipchart p. 22
Materials: plastic foam balls, felt circles,
chenille sticks, toothpicks, cotton balls,
scissors, glue.
Materials: a list of approved internet research
sites.
Resources: student edition pp. 195-208, Inquiry flipchart
p. 20, Digital lesson
Resources: student edition pp.209-210, Inquiry flipchart p.
21, Virtual lab
Resources: student edition pp. 211-220,
Inquiry flipchart p. 22, Digital lesson
Project-Based Learning Experience: People in Science pp.221-222 ,Writing Connection
Additional Information: Unit 4 Benchmark Test and Performance Assessment pp. AG 40- AG 45
Course Code:
Unit Title: Unit 5: Forms of Energy
Key Learning: Big Idea 10: Forms of Energy
Unit Essential Question(s): What is energy?
What changes can energy cause?
What is electricity?
How do electric charges interact?
How do we use electricity?
Course Title: Science- Grade 5
Lesson: 1
Standard(s):
Lesson:2
Standard(s):
Lesson:3
Standard(s):
SC.5.P.10.1
Investigate and describe some basic forms of
energy, including light, heat, sound, electrical,
chemical, and mechanical
SC.5.P.10.1
Investigate and describe some basic forms of
energy, including light, heat, sound, electrical,
chemical, and mechanical
SC.5.P.10.3
Investigate and explain that an electrically-charged
object can attract an uncharged object and can either
attract or repel another charged object without any
contact between the objects.
SC.5.P.10.2
Investigate and explain that energy has the
ability to cause motion or create change
SC.5.P.10.2
Investigate and explain that energy has the
ability to cause motion or create change
Grade: 5
Days:
SC.5.N.1.1
Define a problem, use appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigations of
various types such as: systematic observations,
experiments requiring the identification of
variables, collecting and organizing data,
interpreting data in charts, tables, and
graphics, analyze information, make
predictions, and defend conclusions.
SC.5.N.2.1
Recognize and explain that science is
grounded in empirical observations that are
testable; explanation must always be linked
with evidence.
Lesson Essential Question(s):
Lesson Essential Question(s):
Lesson Essential Question(s):
What is energy? Differentiation: Extra
Support- Give an example of an object with
kinetic energy and an object with potential
energy? Challenge: How can you increase the
potential energy of a ball in your hand?
What changes can energy cause?
Differentiations: Extra Support- Is the human
brain a machine? Why or Why not? Challenger:
What equation would you use to describe the
mechanical energy of a book sitting on a shelf?
What is electricity? Extra Support: Which type of
particle in the atom doesn’t affect the atom’s charge?
Challenge: What role do you think the neutron might
play in the atom?
Vocabulary:
Vocabulary:
Vocabulary:
Energy
kinetic energy
mechanical energy
potential energy
chemical energy
electrical energy
Experiment
hypothesis
static electricity
electric current
Writing Connection:
Guided Inquiry: Materials:
Writing Connection:
Assign students to write a two-page story
form the point of view of a packet of light
energy produced by the sun. The light travels
to Earth, passes through a window, and
reflects off one or more objects before
reaching a person’s eyes. Encourage students
to think about details such as how fast the
light might travel, and what would happen to
it as it passed through transparent
substances such as glass or water. Challenge
students to add details to make the story
exciting.
sheet of poster board, tape, aluminum foil,
scissors, string
Write a Guide: Instruct students to write and illustrate
a two page guide on Lightning Safety. Students
should research other lightning safety tips in addition
to the ones mentioned on this page. Encourage
students to draw or cut out pictures to go with each
tip.
Optional Inquiry: “Static Cereal”
Materials: puffed rice cereal, dryer sheet, plastic
comb, wool cloth.
Optional Inquiry “A Big Charge!”
Materials: student may choose materials.
Optional inquiry: flipchart p.23. “Seeing
Sound Energy”
Materials: plastic wrap, plastic bowl, rubber
band, salt crystals, metal pan, metal spoon.
“Light Travels”
Materials: index cards, scissors, modeling
clay, lamp
Resources:
Resources:
Resources:
student edition pp. 229-244
Inquiry flipchart p.23, digital lesson
student edition pp.245-246, inquiry flipchart
p.24, virtual lab
student edition pp.247-250, inquiry flipchart p.25,
digital lesson
Lesson: 4
Standard(s):SC.5.P.10.3
Lesson: 5
Standard(s):
SC.5.N.1.2 Explain the difference between an
experiment and other types of scientific
investigation
SC.5.P.10.4 Investigate and explain that
electrical energy can be transformed into heat,
light and sound energy, as well as the energy
of motion.
SC.5.N.1.5 Recognize and explain that
authentic scientific investigation frequently
does not parallel the steps of “the scientific
method.”
Lesson Essential Question(s):
How do electric charges interact?
Lesson Essential Question(s):
How do we use electricity? Differentiation:
Extra Support: What forms of energy does a
lamp change electrical energy into?
Challenge: Name an appliance that transforms
electricity into sound energy and light energy.
Vocabulary:
Vocabulary:
Inquiry: materials:
electric motor
electromagnet
generator
Optional Inquiry:
2 balloons, string, tape, wool cloth.
“Build an Electromagnet” materials: battery
(D-cell), tape, iron nail, paper clips or small
nails, wire.
“Is There Current? Materials: students’ tests
and drawings may vary
Resources:
Resources:
student edition pp. 261-262,
student edition pp. 263-274, inquiry flipchart,
Inquiry flipchart p. 26, virtual lab
p.27, digital lesson
Project-Based Learning Experience:
People In Science pp. 275-276, T.E. p.275 Writing Connection Have students write a news article that might have appeared when Edison and Latimer
patented the electric light bulb. Encourage students to write a list of questions that a reporter might have asked Edison and Latimer and then make up
quotes from each inventor to include in their article. Challenge students to think about how a reporter might have described the possible effect of the
light bulb in society.
Research the lightning rod. Have students use approved resources to find out who invented the lightning rod and what it does, as well as other
interesting facts or statistics about lightning rods. Students can share what they learned with the class.
Additional Information: Benchmark test and performance assessment pp. AG51-AB56
Course Code:
Course Title: Science- Grade 5
Unit Title: Unit 6: Working with Electricity
Grade: 5
Key Learning: Big Idea 11: Energy Transfer and Transformations
Days:
Unit Essential Question(s): What is energy? What changes can energy cause? What is electricity? How do electric charges interact? How do we
use electricity?
Lesson: 1
Standard(s):
SC.5.P.11.1
Investigate and illustrate the fact that the
flow of electricity requires a closed circuit
(a complete loop).
Lesson:2
Standard(s):
SC.5.P.11.1
Investigate and illustrate the fact that the flow of
electricity requires a closed circuit (a complete
loop).
SC.5.P.11.2
Identify and classify materials that conduct
electricity and materials that do not.
SC.5.P.11.2
Identify and classify materials that conduct
electricity and materials that do not.
Lesson:3
SC.5.N.1.1
Define a problem, use appropriate
reference materials to support scientific
understanding, plan and carry out scientific
investigations of various types such as:
systematic observations, experiments
requiring the identification of variables,
collecting and organizing data, interpreting
data in charts, tables, and graphics, analyze
information, make predictions, and defend
conclusions.
SC.5.N.2.1
Recognize and explain that science is
grounded in empirical observations that
are testable; explanation must always be
linked with evidence.
Lesson Essential Question(s):
What is an electric circuit?
Vocabulary:
Lesson Essential Question(s):
What are electric circuits, conductors, and
insulators?
Vocabulary:
Lesson Essential Question(s):
Vocabulary:
Insulator
Conductor
Circuit
Series circuit
Parallel circuit
Guided Inquiry:
Students will record the purpose,
procedure, data, conclusion, analyze and
extend from Science Inquiry pp. 283-284.
Writing Connection:
TBA
Writing Connection:
TBA
Resources: student edition pp. 281-298
Inquiry flipchart p.28, digital lesson
Resources: student edition pp. 299-300
Resources:
www.explorelearning.com (Gizmos)
“Circuit Builder”
Project-Based Learning Experience: Careers in Science: Ask an Electrician and Untangle the Wires
Additional Information: Benchmark test and performance assessment pp. 301-302
Course Code:
Course Title: Science- Grade 5
Unit Title: Unit 7: Forces and Motion
Grade: 5
Key Learning: Big Idea 13: Forces and Motion
Days:
Unit Essential Question(s): What are forces? How do forces affect motion? What are balanced and unbalanced forces?
Careers in Science: Safety Engineer
Lesson: 1
Standard(s):
SC.5.P.13.1
Identify familiar forces that cause objects
to move, such as pushes or pulls, including
gravity acting on falling objects.
Lesson:2
Standard(s):
SC.5.P.13.1
Identify familiar forces that cause objects to
move, such as pushes or pulls, including gravity
acting on falling objects.
SC.5.P.13.2
Investigate and describe that the greater
the fore applied to it, the greater the
change in motion of a given object.
SC.5.P.13.2
Investigate and describe that the greater the fore
applied to it, the greater the change in motion of
a given object.
SC.5.P.13.3
Investigate and describe that the more
mass an object has, the less effect a given
force will have on the object’s motion.
SC.5.P.13.3
Investigate and describe that the more mass an
object has, the less effect a given force will have
on the object’s motion.
SC.5.P. 13.4
Investigate and explain that when a force is
applied to an object but it does not move,
it is because another opposing force is
being applied by something in the
environment so that the forces are
balanced.
SC.5.N.1.1
Define a problem, use appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigations of
various types such as: systematic observations,
experiments requiring the identification of
variables, collecting and organizing data,
interpreting data in charts, tables, and graphics,
analyze information, make predictions, and
defend conclusions.
SC.5.N.1.3
Recognize and explain the need for repeated
experimental trials.
Lesson Essential Question(s):
What is an electric circuit?
Vocabulary:
Lesson Essential Question(s):
What are electric circuits, conductors, and
insulators?
Vocabulary:
Insulator
Conductor
Circuit
Lesson:3
SC.5.P.13.1
Identify familiar forces that cause objects to
move, such as pushes or pulls, including gravity
acting on falling objects.
SC.5.P.13.4
Investigate and explain that when a force is
applied to an object but it does not move, it is
because another opposing force is being applied
by something in the environment so that the
forces are balanced.
SC.5.N.1.1
Define a problem, use appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigations of
various types such as: systematic observations,
experiments requiring the identification of
variables, collecting and organizing data,
interpreting data in charts, tables, and graphics,
analyze information, make predictions, and
defend conclusions.
SC.5.N.2.2
Recognize and explain that when scientific
investigations are carried out, the evidence
produced by those investigations should be
replicable by others.
Lesson Essential Question(s):
What are balanced and unbalanced forces?
Vocabulary:
Series circuit
Parallel circuit
Guided Inquiry:
Students will record the purpose,
procedure, data, conclusion, analyze and
extend from Science Inquiry activity pp.
283-284.
Writing Connection:
TBA
Guided Inquiry:
Students will record the purpose, procedure,
data, conclusion, analyze and extend from
Science Inquiry activity pp. 325-326.
Resources: student edition pp. 281-298
Resources: student edition pp. 299-300
Resources:
Inquiry flipchart p.28, digital lesson
Inquiry Chart p. 32
Project-Based Learning Experience: Careers in Science: 10 Things to know about safety engineers and Now you be the engineer pp. 327-328.
Additional Information: Benchmark test and performance assessment pp. 329-332.
Course Code:
Course Title: Science- Grade 5
Unit Title: Unit 8: The Structure of Living Things
Grade: 5
Key Learning: Big Idea 14: Organization and Development of Living
Days:
Organisms
Unit Essential Question(s): What are organs and body systems? How does the body stay cool? What body parts enable movement, support,
respiration, and circulation?
Lesson: 1
Lesson:2
Lesson:3
Standard(s):
SC.5.L.14.1
Identify the organs in the human body and
describe their functions, including the skin,
brain…. and sensory organs.
Standard(s):
SC.5.L.14.1
Identify the organs in the human body and
describe their functions, including the skin,
brain…. and sensory organs.
Standard(s):
SC.5.L.14
Identify the organs in the human body and
describe their functions, including the brain,
heart, lungs… muscles and skeleton…
SC.5.L.14.2
Compare and contrast the function of
organs and other physical structures of
plants and animals, including humans…
SC.5.N.1.4
Identify a control group and explain its
importance in an experiment.
SC.5.L.14.2
Compare and contrast the function of organs
and other physical structures of plants and
animals, including humans, for example: some
animals have skeletons for support—some with
internal skeletons, others with exoskeletons—
while some plants have stems for support.
Lesson Essential Question(s):
What are organs and body systems?
SC.5.N.1.6
Recognize and explain the difference between
personal opinion/ interpretation and verified
observation.
Lesson Essential Question(s):
How does the body stay cool?
Vocabulary:
Organism
Organ system
Brain
Skin
Vocabulary:
Writing Connection:
TBA
Guided Inquiry:
Resources: student edition pp. 333-350
Inquiry flipchart p.23, digital lesson
Lesson: 4
Standard(s):
SC.5.L. 14.1
Resources: student edition pp.245-246, inquiry
flipchart p.24, virtual lab
Lesson Essential Question(s):
What body parts enable movement, support,
respiration, and circulation?
Vocabulary:
Bones
Muscles
Exoskeleton
Lungs
Heart
Writing Connection:
Students will work as a group to research one
of the body systems found in this chapter. They
will trace around one member of their group
and color and label the system the group is
researching.
A rubric will be used to assess the knowledge
gained and presentation abilities from the
group members.
Resources: student edition pp.247-250, inquiry
flipchart p.25, digital lesson
Identify the organs in the human body and
describe their functions, including…lungs,
stomach, liver, intestines,
pancreas…reproductive organs, kidney,
bladder…
SC.5.L.14.2
Compare and contrast the function of
organs and other physical structures of
plants and animals, including humans…
Lesson Essential Question(s):
What body parts enable digestion, waste
removal, and reproduction?
Vocabulary:
Stomach
Liver
Pancreas
Kidneys
bladder
Resources:
student edition pp. 261-262,
Inquiry flipchart p. 26, virtual lab
Project-Based Learning Experience: People In Science pp. 385-386
Henry Gray and Asa Gray
Additional Information: Unit 8 Benchmark Review pp. 387-390
Course Code:
Course Title: Science- Grade 5
Unit Title: Unit 9: Changes in Environments
Grade: 5
Key Learning: Big Idea 15: Diversity and Evolution of Living Organisms
Days:
Unit Essential Question(s): How do environmental changes affect organisms? How does drought affect plants?
Lesson: 1
Standard(s):
SC.5.L.15.1
Lesson:2
Standard(s):
SC.5.L.15.1
Describe how, when the environmental
changes, differences between individuals
allow some plants and animals to survive
and reproduce while others die or move
to new locations.
Describe how, when the environmental changes,
differences between individuals allow some
plants and animals to survive and reproduce
while others die or move to new locations.
SC.5.N.1.1
Plan and carry out scientific investigations
Lesson Essential Question(s):
How do environmental changes affect
organisms?
Vocabulary:
Environment
Ecosystem
Pollution
Conservation
Extinction
Writing Connection:
TBA
Resources:
student edition pp. 393-410
SC.5.N.1.4
Identify a control group and explain its
importance…
Lesson Essential Question(s):
How does drought affect plants?
Vocabulary: (from Gizmo activity)
Compost
Fertilizer
Mass
Seed
Soil
variable
Guided Inquiry:
Students will observe the growth of plants.
Resources:
Inquiry Chart p. 38
student edition pp. 413-414
Explore Learning “Gizmos”
Virtual labs including:
Germination, plant growth, and pollination
www.explorelearning.com
Project-Based Learning Experience: Careers In Science: Wildlife Surveyor
student edition pp. 411-412
Additional Information: Unit 9 Benchmark Review pp. 415-418
Course Code:
Course Title: Science- Grade 5
Unit Title: Unit 10: Plant and Animal Adaptations
Grade: 5
Key Learning: Big Idea 17: Interdependence
Days:
Unit Essential Question(s): What is adaptation? Why do bird beaks differ? What are some adaptations to life on land? What are some
adaptations to life in water?
Lesson: 1
Standard(s):
Lesson: 2
Standard(s):
Lesson: 3
Standard(s):
SC.5.L.17.1
Compare and contrast adaptations
SC.5.L.17.1
Compare and contrast adaptations displayed by
SC.5.L.17.1
Compare and contrast adaptations displayed by
displayed by animals and plants that
enable them to survive in different
environments such as life cycles variations,
animal behaviors and physical
characteristics.
animals and plants that enable them to survive
in different environments such as life cycles
variations, animal behaviors and physical
characteristics.
animals and plants that enable them to survive
in different environments such as life cycles
variations, animal behaviors and physical
characteristics.
SC.5.N.1.6
Recognize and explain the difference between
personal opinion/ interpretation and verified
observation.
SC.5.N.2.1
…science is grounded in empirical observations
that are testable; explanation must always be
linked with evidence.
Lesson Essential Question(s):
What is adaptation?
Vocabulary:
Habitat
Adaption
Instincts
Lesson Essential Question(s):
Why do bird beaks differ?
Vocabulary:
Lesson Essential Question(s):
What are some adaptations to life on land?
Vocabulary:
Writing Connection:
TBA
Guided Inquiry
“Why do bird beaks differ?”
Resources:
student edition pp. 421-434
Resources:
Inquiry Chart p. 40
student edition pp. 435-436
Writing Connection:
Students will choose a biome of the world and
research the plants, animals, climate, etc. for
their specific biomes. They can create a
presentation of their research by using
PowerPoint. A rubric should be used to assign a
grade for the research.
Resources:
Student edition pp. 437-452
www.explorelearning.com (Gizmos) Several
ecosystems are represented in these activities.
Lesson: 4
Standard(s):
SC.5.L.17.1
Compare and contrast adaptations
displayed by animals and plants that
enable them to survive in different
environments such as life cycles variations,
animal behaviors and physical
characteristics.
Lesson Essential Question(s):
What are some adaptations to life in
water?
Vocabulary:
Wetland
Intertidal zone
Writing Connection:
TBA
Resources:
Student edition pp. 453-468
Project-Based Learning Experience: People In Science: Meet the Environment Detectives
Student edition pp. 469-470.
Additional Information: Unit 9 Benchmark Review pp. 471-474