LAKE COUNTY SCHOOL
2015-2016
FIFTH GRADE
SCIENCE CURRICULUM BLUEPRINTS
Stephanie Burnett
K-5 Science Program Specialist
Lake County Schools
[email protected]
TA B L E O F C O N T E N T S
C2 Instructional Framework
Levels of Content Complexity for Science
Science and Engineering Practices
Engineering Design Process
Scientific Method
5 E Model Chart
Making Cross Curricular Connections
Big Idea Comparison Chart
Long Range Science Instructional Planner
2015-2016 Scope and Sequence
2015-2016 Blueprints
Lake County Schools 2015-2016
Lake County Schools 2015-2016
Levels of Content Complexity for Science*
Interpreting and assigning Depth of Knowledge levels to objectives within science standards and assessment items is an essential requirement of alignment analysis. Please
note that, in science, “knowledge” can refer to content knowledge, knowledge of science processes, and nature of science.
Level 1 (Recall) is the recall of information such as a fact, definition, or term, as well as performing a simple science process or procedure. Level 1 only requires students
to demonstrate a rote response, use a well-known formula, follow a set well-defined procedure (like a recipe), or perform a clearly defined series of steps. Standards that
lend themselves to simple word problems that can be directly translated into and solved by a formula are considered Level 1.
Some examples that represent but do not constitute all of Level 1 performance are:
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Recall or recognize a fact, term, or property.
Represent in words or diagrams a scientific concept or relationship.
Provide or recognize a standard scientific representation for simple phenomena.
Perform a routine procedure such as measuring length.
Identify familiar forces (e.g. pushes, pulls, gravitation, friction, etc.)
Identify objects and materials as solids, liquids, or gases.
Level 2 (Basic Application of Concepts & Skills) includes the engagement of some mental processing beyond recalling or reproducing a response. The content knowledge
or process involved is more complex than in Level 1. Level 2 requires that students make some decisions as to how to approach the question or problem. Level 2 activities
include making observations and collecting data; classifying, organizing, and comparing data; representing and displaying data in tables, graphs, and charts.
Some action verbs, such as “explain,” “describe,” or “interpret,” may be classified at different DOK levels, depending on the complexity of the action. For example,
interpreting information from a simple graph, requiring reading information from the graph, is at Level 2. An activity that requires interpretation from a complex graph,
such as making decisions regarding features of the graph that should be considered and how information from the graph can be aggregated, is at Level 3.
Some examples that represent, but do not constitute all of Level 2 performance, are:
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Specify and explain the relationship among facts, terms, properties, and variables.
Identify variables, including controls, in simple experiments.
Distinguish between experiments and systematic observations.
Describe and explain examples and non-examples of science concepts.
Select a procedure according to specified criteria and perform it.
Formulate a routine problem given data and conditions.
Organize, represent, and interpret data.
Lake County Schools 2015-2016
Level 3 (Strategic Thinking & Complex Reasoning) requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive
demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2,
but because the multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple
explanation or a word or two should be at Level 2. An activity that has more than one possible answer and requires students to justify the response they give would most
likely be a Level 3. Experimental designs in Level 3 typically involve more than one dependent variable. Other Level 3 activities include drawing conclusions from
observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine
problems.
Some examples that represent, but do not constitute all of Level 3 performance, are:
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Identify research questions and design investigations for a scientific problem.
Design and execute an experiment or systematic observation to test a hypothesis or research question.
Develop a scientific model for a complex situation.
Form conclusions from experimental data.
Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.
Explain how political, social, and economic concerns can affect science, and vice versa.
Create a conceptual or mathematical model to explain the key elements of a scientific theory or concept.
Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.
Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
Level 4 (Extended Thinking & Complex Reasoning) standards and assessment items have the same high cognitive demands as Level 3 with the additional requirement that
students work over an extended period of time or with extended effort. Students are required to make several connections—relating ideas within the content area or
among content areas—and have to select or devise one approach among many alternatives for how the situation or problem can be solved. Standards, goals, and objectives
can be stated in such a way as to expect students to perform extended thinking. Many, but not all, performance assessments and open-ended assessment activities
requiring significant thought will be level 4.
Level 4 requires complex reasoning, and an extended period of time either for a science investigation relevant to a standard, or for carrying out the complex analysis and
synthesis required of an assessment item. For example, a standard or performance task that calls for the student to use evidence from multiple fields of scientific inquiry
in supporting a scientific claim might represent a level 4, depending upon the complexity of the analysis. In any event, an activity or performance task associated with a
level 4 standard will require an extended period of time for a student to accomplish. It is important to reiterate that the extended time period is not a distinguishing
factor if the required work is only repetitive and does not require the application of significant conceptual understanding and higher-order thinking. For example, an
activity that calls upon a student to measure the water temperature from a river each day for a month before constructing a graph would be classified as a level 2. On the
other hand, an activity that calls upon a student to conduct a complex river study that requires taking into consideration a number of variables would be a level 4.
Some examples that represent but do not constitute all of a Level 4 performance are:
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Based on provided data from a complex experiment that is novel to the student, deduce the fundamental relationships among several variables.
Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions.
Explain how a particular scientific theory (e.g., evolution, plate tectonics, atomic theory, etc.) is supported by evidence from multiple lines of inquiry.
Produce a detailed report of a scientific experiment or systematic observation and infer conclusions based upon evidence obtained.
Write a detailed history of the development of an important scientific concept (e.g., atomic theory, gravitation) and explain how current conceptions developed
from prior ones.
*Adapted from CPALMS
Lake County Schools 2015-2016
Science and Engineering Practices*
Engaging in the practices of science helps students understand how scientific knowledge develops; such direct
involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and
explain the world. Engaging in the practices of engineering likewise helps students understand the work of engineers,
as well as the links between engineering and science. Participation in these practices also helps students form an
understanding of the crosscutting concepts and disciplinary ideas of science and engineering; moreover, it makes
students’ knowledge more meaningful and embeds it more deeply into their worldview.
The eight practices of science and engineering that the Framework identifies as essential for all students to learn and
describes in detail are listed below:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
*Adapted from Appendix F Science and Engineering Practices in the NGSS
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Engineering Design Process
1. Ask
Identify a need or a
problem
5. Improve
Think about what
worked and what could
work better. Repeat
steps 1-5 as needed.
4. Create
Follow your plan and
test.
Lake County Schools 2015-2016
2. Imagine
Brainstorm and choose
the best idea.
3. Plan
Develop a plan and
gather needed
materials.
Scientific Method
Ask a question
Report your
results.
Do background
research
Analyze your
data and draw
a conclusion
Construct a
hypothesis
Test your
hypothesis by
doing an
experiment
Lake County Schools 2015-2016
The 5 E Instructional Model
Engage
•First, students are ENGAGED in the concepts through a short activity or relevant discussion.
•This will initiate the learning goal and activate students' prior knowledge.
•The teacher should generate curiosity and pose thoughtful questions or problems.
Explore
•Next, students EXPLORE the concepts with others to develop a common set of experiences.
•This is a time students can use critical thinking skills to generate new predictions and
hypotheses.
•This is a time for collaborative student learning. Teachers should facilitate learning by
asking probing questions and redirecting any investigations the students are engaged in.
Explain
•In the EXPLAIN phase, the teacher guides the students as they develop an explanation for
the concepts they have been exploring.
•Students generate an explanation of the investigation they are working on.
•This phase provides teachers an opportunity to introduce a concept, process or skill to
students.
Elaborate
•In the ELABORATE phase, the students extend their understanding or apply what they have
learned in a new setting.
•Students should be challenged to extend new learning and understanding of experiences.
The students develop a deeper understanding of concepts and academic vocabulary.
Evaluate
•In the EVALUATE phase, the students and the teacher have an opportunity to evaluate the
students' understanding of the concepts.
• Students may demonstrate understanding of concepts by answering open-ended questions
relating to their experiences.
•Teachers should observe students as they apply new concepts and skills.
Lake County Schools 2015-2016
Making Cross-Curricular Connections
Speaking and Listening
LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
 Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
 Follow agreed-upon rules for discussions and carry out assigned roles.
 Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
 Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Writing
LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources.
LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
 Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific
details in the text [e.g., how characters interact]”).
 Apply grade 5 Reading standards to information texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying
which reasons and evidence support which point[s]”).
ELA
LAFS.5.RI.1.3 Explain the relationship or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
LAFS.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
LAFS.5.RI.4.10 By the end of the year, read and comprehend information texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently.
Math
MAFS.5.G.1.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with
the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to
travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names
of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
MAFS.1.MD.2.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain
if the total amount in all the beakers were redistributed equally.
Health
HE.5.C.1.6 Explain how human body parts and organs work together in healthy body systems, including the endocrine and reproductive systems.
Lake County Schools 2015-2016
Big Idea Comparison Chart
The Next Generation Sunshine State Standards (NGSSS) for Science are divided into 4 Bodies of Knowledge. These are
Nature of Science, Physical Science, Earth and Space Science, and Life Science. Those Bodies of Knowledge are then
divided into 18 Big Ideas which interweave throughout all grade levels. Each Big Idea has its own specific benchmarks
each student must master at every grade level. It is critical that each student master each benchmark for the grade
they are in. In some Big Ideas a concept is taught once and that student will not have exposure to that Big Idea for
several years. It is the responsibility of each grade level to teach the full intent and rigor of all benchmarks. The
NGSSS are the mandated curriculum. Textbooks are a resource only.
4
5
Lake County Schools 2015-2016
3
4
3
4
5
1
2
3
4
5
K
1
2
3
4
5
Life Science
2
3
4
5
2
3
4
5
K
1
3
4
5
K
1
2
K
1
2
3
1
2
3
4
4
5
5
5
1
2
3
4
5
Matter and Energy
Transformation
16 17 18
Interdependence
15
Heredity and
Reproduction
14
Organization and
Development of Living
Organisms
Diversity and Evolution
of Living Organisms
K
Forces and Change in
Motion
K
Motion of Objects
9 10 11 12 13
Energy Transfer and
Transformations
8
Properties of Matter
Earth Systems and
Patterns
2
Physical Science
Forms of Energy
K
1
Earth Structures
Earth in Space and Time
The Roles of Theories,
Laws, Hypotheses, and
Models
Science and Society
4
Earth and
Space
5
6
7
Change in Matter
Kindergarten K
Grade 1
1
Grade 2
2
Grade 3
3
Grade 4
4
Grade 5
5
The Characteristics of
Scientific Knowledge
Nature of
Science
1
2
3
The Practice of Science
Body of
Knowledge
Big Idea
LONG RANGE SCIENCE INSTRUCTIONAL PLANNER
FIFTH GRADE
2015 - 2016
BODY OF KNOWL EDGE
STAR TING
ENDING
BODY OF KNOWL EDGE
STAR TING
ENDING
NATURE OF SCIENCE
8.24.2015
10.2.2015
FCAT REVIEW
3.28.2016
4.7.2016
PHYSICAL SCIENCE
10.5.2015
12.18.2015
FCAT TESTING
4.11.2016
5.6.2016
EARTH AND SPACE SCIENCE
1.4.2016
2.19.2016
6TH GRADE PREP/RESEARCH
5.9.2016
6.9.2016
LIFE SCIENCE
2.22.2016
3.18.2016
NON INSTRUCTIONAL DAYS
AUGUST
SEPTEMBER
S
M
T
W
T
F
S
1
2
3
4
5
6
7
8
OCTOBER
S
M
T
1
W
2
T
3
F
4
S
5
6
7
8
9
10 11 12
NOVEMBER
S
M
T
W
T
1
F
2
S
3
4
5
6
7
8
9
10
W
4
DECEMBER
S
1
M
2
T
3
T
5
F
6
S
7
8
9
10 11 12 13 14
JANUARY
S
M
T
1
W
2
T
3
F
4
S
5
6
7
8
9
10 11 12
S
M
T
W
T
F
1
S
2
3
4
5
6
7
8
9
9 10 11 12 13 14 15
16 17 18 19 20 21 22
13 14 15 16 17 18 19
20 21 22 23 24 25 26
11 12 13 14 15 16 17
18 19 20 21 22 23 24
15 16 17 18 19 20 21
22 23 24 25 26 27 28
13 14 15 16 17 18 19
20 21 22 23 24 25 26
10 11 12 13 14 15 16
17 18 19 20 21 22 23
23 24 25 26 27 28 29
27 28 29 30
25 26 27 28 29 30 31
29 30
27 28 29 30 31
24 25 26 27 28 29 30
30 13
31
FEBRUARY
MARCH
S
M
1
T
2
W
3
T
4
F
5
S
6
7
8
9
10 11 12 13
APRIL
S
M
T
1
W
2
T
3
F
4
S
5
6
7
8
9
10 11 12
MAY
S
M
T
W
T
F
1
S
2
3
4
5
6
7
8
9
JUNE
S
1
M
2
T
3
W
4
T
5
F
6
S
7
8
9
10 11 12 13 14
JULY
S
M
T
W
1
T
2
F
3
S
4
5
6
7
8
9
10 11
S
M
T
W
T
F
1
S
2
3
4
5
6
7
8
9
14 15 16 17 18 19 20
13 14 15 16 17 18 19
10 11 12 13 14 15 16
15 16 17 18 19 20 21
12 13 14 15 16 17 18
10 11 12 13 14 15 16
21 22 23 24 25 26 27
20 21 22 23 24 25 26
17 18 19 20 21 22 23
22 23 24 25 26 27 28
19 20 21 22 23 24 25
17 18 19 20 21 22 23
28 29
27 28 29 30 31
24 25 26 27 28 29 30
29 30 31
26 27 28 29 30
24 25 26 27 28 29 30
31
Lake County Schools 2015-2016
Fifth Grade Unit Scope and Sequence
Date
Range
District
Unit
Body of
Knowledge
Big
Idea
Focus
Standard
8/24/1510/2-15
1
Nature of
Science
1,2
In this unit, students will explore scientific investigations that feature the fundamentals of science but also go beyond the traditional steps of
the scientific method. Scientific investigations that involve observations, creativity, predictions, ingenuity, and inferences will allow students to
gain insight into the practice of science. Assessing written scientific procedures, determining the effect of control groups on experiments,
differentiating between variables in experiments, and discriminating findings within trials will give students the experience of working
scientists. Students will keep records, interpret and analyze data in order to demonstrate scientific explanations based on experimental results.
10/5/15 –
12/18/15
2
Physical
Science
8,9
10/5/15 –
12/18/15
3
Physical
Science
10,11
10/5/15 –
12/18/15
4
Physical
Science
13
SC.5.N.1.1
SC.5.N.2.1
SC.5.N.2.2
SC.5.N.1.2
SC.5.N.1.3
SC.5.N.1.4
SC.5.N.1.5
SC.5.N.1.6
SC.5.P.8.1 (DOK 2)
SC.5.P.8.3 (DOK 2)
SC.5.P.9.1 (DOK 3)
SC.5.P.8.2 (DOK 3)
SC.5.P.8.4 (DOK 1)
SC.5.P.10.1 (DOK 2)
SC.5.P.10.2 (DOK 3)
SC.5.P.10.4 (DOK 3)
SC.5.P.10.3 (DOK 3)
SC.5.P.11.1 (DOK 2)
SC.5.P.11.2 (DOK 2)
SC.5.P.13.1 (DOK 1)
SC.5.P.13.2 (DOK 2)
SC.5.P.13.3 (DOK 2)
SC.5.P.13.4 (DOK 3)
1/4/16 –
2/19/16
5
Earth and
Space Science
5
SC.5.E.5.1 (DOK 1)
SC.5.E.5.3 (DOK 3)
SC.5.E.5.4 (DOK 3)
SC.5.E.5.2 (DOK 2)
In this unit, students learn the basic components of a galaxy and how those components appear as a result of proximity to Earth. Students
differentiate among objects that comprise the solar system; learning the common characteristics of all planets but also the differences
between the inner and outer planets. The rotation of the Earth and its position during the day and the night along with how the movement of
the sun, moon, and stars are connected to the rotation of the Earth are investigated.
1/4/16 –
2/19/16
6
Earth and
Space Science
7
In this unit, students will explore the properties of minerals and recognize that rocks are made up of minerals. They will explore the three
categories of rocks. Students will understand that humans need resources found on Earth and differentiate between renewable and
nonrenewable resources. They will identify resources found in Florida. Weathering and erosion will also be differentiated in order to determine
Earth’s surface patterns. Students will recognize the role the ocean plays in the water cycle and how the components of the water cycle are
interrelated. Weather and climate will be explored as students make connections to conditions at certain times and particular locations and at
different climate zones. Students will prepare a natural disaster family preparedness plan.
2/22/16 –
3/18/16
7
Life Science
15,17
SC.5.E.7.1 (DOK 3)
SC.5.E.7.3 (DOK 2)
SC.5.E.7.2 (DOK 2)
SC.5.E.7.4 (DOK 3)
SC.5.E.7.5 (DOK 2)
SC.5.E.7.6 (DOK 3)
SC.5.E.7.7 (DOK 2)
SC.5.L.17.1 (DOK 2)
2/22/16 –
3/18/16
8
Life Science
14
SC.5.L.14.1 (DOK 2)
SC.5.L.14.2 (DOK 2)
3/28/16 4/7/16
FCAT
Review
6th Prep/
Research
FCAT Review
All
All
Nature of
Science
1,2
5/9/16 6/9/16
Lake County Schools 2015-2016
SC.5.N.1.1, SC.5.N.1.3
SC.5.N.2.1, SC.5.N.2.2
Unit
Description
In this Big Idea, students will gain an understanding of the scientific theory of atoms and/or the atomic theory. They will examine these
properties of matter: solids, liquids, and gases. Students will explain how mixtures of solids can be separated into parts. They will determine
under what condition materials dissolve or not dissolve in water and will explore how to speed up or slow down this process. Students will
investigate how physical and chemical changes occur. Students will not be exposed again to content and concepts within the Big Idea of
Properties of Matter and Changes in Matter until grade 8.
In this Big Idea, students will gain an understanding of the basic forms of energy which include: light, heat, sound, electrical, chemical, and
mechanical. Specifically, students will describe light, handle heat, explain sound, manipulate electricity, explore chemical, and discuss
mechanical as they experiment with these forms of energy. Through exploration, students will learn that energy has the ability to cause motion
or create change and that water and air are also sources of energy. The flow of electricity will be investigated as students examine how
electrically charged objects attract and/or repel other objects. Students will learn that electrical energy can be transformed into other forms of
energy as they perform scientific investigations on energy concepts.
In this Big Idea, students will gain an understanding of forces such as push/pull cause objects to move. Students will also understand the impact
that forces such as friction and gravity have on the movement of objects. They will examine relationships among mass, force, and motion as
they discuss scenarios whereby gravity is overcome. Students will learn that the greater the force applied to an object, the greater the change
in motion of an object and that the more mass an object has, the greater the force required to move the object. Students will investigate what
happens when a force is applied to an object but the object does not move.
In this unit, students will learn to differentiate between adaptations displayed by animals and plants that enable them to survive in different
environments. They will describe how plants make their own food and trace the flow of energy through the food chain. Students will learn the
basic strategies and behaviors that plants and animals use to survive in a changing environment.
In this unit, students learn specific human body organs and functions. Students will also identify the different body systems and understand
how they work together. They will compare and contrast plant and animal structures and functions including humans. Students will review
plant structure and function as they relate each structure to the role it plays within the plant. Students will describe the process of sexual
reproduction in flowering plants and compare and contrast the major life cycles of plants and animals including those that undergo incomplete
and complete metamorphosis and flowering and nonflowering seed-bearing plants.
In this unit, students will review previous and current standards to review for their FCAT.
Students should have exposure to the Scientific Method and be able to conduct an experiment independently.
Instructional Blueprints
2015-2016
The following Instructional Blueprints were designed as a resource to reinforce and guide
teachers in the successful implementation of the Next Generation Sunshine State Standards for
Science. Please use professional discretion when delivering your units, taking into consideration
the needs of your particular group of students.
Lake County Schools 2015-2016
Nature of Science – District Fifth Grade Unit 1
Big Idea 1: The Practice of Science
Big Idea 2: Scientific Knowledge
Big Idea Overview
In this unit, students will explore scientific investigations that feature the fundamentals of science but also go beyond the traditional steps of the scientific method. Scientific
investigations that involve observations, creativity, predictions, ingenuity, and inferences will allow students to gain insight into the practice of science. Assessing written scientific
procedures, determining the effect of control groups on experiments, differentiating between variables in experiments, and discriminating findings within trials will give students the
experience of working scientists. Students will keep records, interpret and analyze data in order to demonstrate scientific explanations based on experimental results. Student
explanations will be communicated to others as this practice is essential to the overall scientific investigative work of scientists. Students will become proficient in the content of the
nature of science as it is a foundational science concept and will appear throughout the course.
Essential Questions for Big Idea 1 & 2
How are scientific investigations conducted?
How does replicable data support the original scientific investigation?
Why should evidence be used and cited to support scientific explanations?
Learning Goals


Students will understand how scientific investigations are the fundamentals of
science practices.
Students will understand that scientific investigations go beyond the scientific
method.
Unit 1 Professional Development
*Intended as a resource to build the teacher’s background knowledge for the current unit”
Teacher Hints:

Students need to understand the scientific process and the steps used to conduct an experiment.

Scientific investigations do not always turn out as expected. It’s important that students learn to
interpret data, draw conclusions, and examine variables when looking for discrepancies in an
experiment.

It’s critical that the students generate and test hypotheses. If everyone already knows the “answer”
there is no point in conducting the experiment.


They also need to know that there is more than one way to solve a problem and to learn science.
Science lessons are frequently not quiet and neat during the activity.

Students need to be trained to clean up and take care of materials, to listen to one another while
working, and to collect and organize data.
Digital Resources:
Pearson SuccessNet: Interactive Digital Path
Pearson SuccessNet: Other Resources/ Resources and Downloads
Science Misconceptions
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

There is only one way to do science.
All true science is conducted using a step by step method.
All scientists conduct experiments in a lab.
Doing science does not require creativity.
Science is tedious and boring, not fun.
Science is just a process of collecting data and putting it in a book.
The purpose of scientific inquiry is to prove that a scientific hypothesis is correct.
Only one test is necessary to solve a scientific question.
My experiment is a failure is the data does not support my hypothesis.
Lake County Schools 2015-2016
Let’s Activate Students’ Prior Knowledge

Science is all around you – there are many ways to learn it.

Pearson p. 6 “What questions do scientists ask?

What are the steps in scientific process?

Graphic Organizer – Thinking Map: Flow Map
Vertical Progression:
Fourth Grade:
SC.4.N.1.1: (DOK 3) Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct
both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.2: (DOK 3) Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.
SC.4.N.1.3: (DOK 2) Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical
evidence.
SC.4.N.1.4: (DOK 3) Attempt reasonable answers to scientific questions and cite evidence in support.
SC.4.N.1.5: (DOK 2) Compare the methods and results of investigations done by other classmates.
SC.4.N.1.6: (DOK 3) Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.
SC.4.N.1.7: (DOK 2) Recognize and explain that scientists base their explanations on evidence.
SC.4.N.1.8: (DOK 2) Recognize that science involves creativity in designing experiments.
SC.4.N.2.1: (DOK 2) Explain that science focuses solely on the natural world.
Sixth Grade:
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials
SC.6.N.1.2 Explain why scientific investigations should be replicable.
SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain investigation, and explain the relative benefits and limitations of
each.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and obtained, and explanations among groups of students conducting the same investigation.
SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit the evidence
SC.6.N.2.1 Distinguish science from other activities involving thought.
SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
Lake County Schools 2015-2016
Standards of Instructional Focus
SC.5.N.1.1: (DOK 3) 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.
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
Engage- Pearson Chapter 1 Digital Chapter Kickoff
Explain- Explain the steps of the scientific method. Have students create a flow map that describes each step.
Explore- Have students use their knowledge of the scientific method to complete the Chapter 1, Lesson 3” Explore It!”
Elaborate- Have students think about how toothpicks and marshmallows might be used to make a model of a bridge. Have students draw a diagram of their model in their Science Notebook.
Evaluate- Teacher observation and a complete lab write up.
SC.5.N.2.1: (DOK 2) Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
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Engage- Show students a photograph of an accident or mess.
Explain- Have students write to explain what happened that caused the accident or mess. Follow up with a discussion about how science is grounded in empirical observations that are testable
and an explanation must always be linked with evidence. What Happened?
Explore- Have students work collaboratively in groups to complete the following worksheet. Students will make observations and give a scientific explanation that is linked to empirical
observations. What Happened #2
Elaborate- Have students write one fact and one opinion in their Science Notebook.
Evaluate- Teacher will evaluate student worksheet and student’s Science Notebooks.
SC.5.N.2.2: (DOK 2) Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
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Engage- Choose a famous scientist on brainpop.com (subscription required) and watch the video.
Explain- Explain the definition of replicable and discuss why scientists would want their experiments replicated by others.
Explore- Explore famous scientist using brainpop.com and discuss why it was important for them to share their discoveries with other scientists.
Elaborate – Have students write a response to the question “Why is it important that the evidence produced by scientific investigations be replicable by others?
Evaluate – Teacher can evaluate the written response.
SC.5.N.1.2: (DOK 2) Explain the difference between an experiment and other types of scientific investigation

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Engage- Study Jams-Investigations to Collect Data Song
Explain- Explain the differences between controlled experiments and other methods of inquiry
Explore- Give students different scenarios and have them determine which type of scientific investigation is being used.
Elaborate – Elaborate on the other types of scientific investigations; controlled experiments, models, simulations, field studies, and systematic observation.
Evaluate – Teacher can use observation and discussion to evaluate students.
SC.5.N.1.3: (DOK 2) Recognize and explain the need for repeated experimental trials

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Engage- Reference the Explore It on page 22 of the Pearson text book.
Explain- Discuss the importance of repeated trials and why the air plane must be thrown 3 times in order to get accurate data.
Explore- Students complete the Explore It in cooperative learning groups and collect and record their data.
Elaborate – Have students identify discrepancies that they may have encountered and write to explain why it is important that repeated trials made their results more valid.
Evaluate- Teacher observation and written response.
SC.5.N.1.4: (DOK2) Identify a control group and explain its importance in an experiment (standard to be taught concurrently with SC.5.N.1.3)
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
Engage- Study Jams-Investigations to Collect Data Song
Explain- Identify the control group in this experiment.
Explore- Give students different scenarios and have them identify the control group.
Elaborate – Have student write to hypothesize how the results would vary if the control group was changed.
Evaluate – Teacher can use observation and evaluate students’ written response.
Lake County Schools 2015-2016
Opportunity for Cross-Curricular Connections
*This section is intended to provide resources for Science integration into other areas of instruction.
Literacy Connections:

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

Wonders FL Reading/Writing Workshop pgs. 60-73: “Fantasy Becomes Fact”
Wonders FL Reading/Writing Workshop pgs. 74-87: “Are Electronic Devices Good for Us?”
Wonders FL Literature Anthology pgs. 68-85: “The Boy Who Invented TV”
Wonders FL Literature Anthology pgs. 138-151: “The Boy Who Drew Birds”
Wonders FL Literature Anthology pgs. 86-89: “Time To Invent”
Writing/Thinking Map/Graphic Organizer Connections:
1. My Science Journal
2. After reading “Fantasy Becomes Fact”, create a Flow Map or a Sequencing Organizer that orders Arthur’s idea of creating a Satellite Communications System and write a summary
describing how the author uses reasons and evidence to support particular points in a text.
3. After reading “Are Electronic Devices Good for Us?” write an essay in which you explain how the author uses reasons and evidence to support his point of view in the text. Give 3
scientific examples from the text to support your discussion.
4. After reading “The Boy Who Invented TV” and “The Boy Who Drew Birds” which are two stories in the same genre, write an essay in which you compare the main characters’ use
of the scientific method. Support your discussion with evidence from the texts.
5. After reading “Time to Invent”, write a paragraph describing how Lydia used the scientific method to create her invention. Support your response with evidence from the text.
STEM Connection(s):
Is Your Arm a Simple Machine?- Pearson Stem Connection
Lake County Schools 2015-2016
Textbook Support
Additional Teacher Resources
*Be selective in choosing content from the textbook resource that meets the full
intent of the focus standard(s). Using only the textbook will NOT cover all areas of
the focus standard.
*The intent of this section is to provide teachers with additional resources to teach to the full intent of
the standard. They are suggested resources, please use professional discretion to plan your lesson
based on your specific classroom needs.


Pearson FL Interactive Science Chapter 1, Lesson 1, 2, 3, and 4
Pearson FL Interactive Science Chapter 1, pg. 28: Which towel absorbs
the most water?
Resources:
*Please preview ALL resources before showing them to your class this will ensure appropriate content
for your particular group of students.
Differentiated Instruction
Nature of Science- Safari Playlist
BL: Pearson Leveled Readers- Practice of Science, Vocabulary Smart Cards
OL: Pearson Leveled Readers- Today’s Technology
AL: Pearson Leveled Readers- Cars: Yesterday, Today, and Tomorrow
Academic Language/Vocabulary
Scientific method
observation
analyze
experiment
testable
evidence
replicable
measurement
hypothesis
data
conclusion
inference
trials
investigation
repeatable
Lake County Schools 2015-2016
variable
predict
Control group
technology
valid
reliable
problem
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher
Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.
o
o
o
o
o
o
o
o
Why do scientists make observations, predictions, and/or inferences?
Why are scientific explanations based on data?
How do scientists distinguish between evidence or observations and personal opinions?
How are control groups determined in an experiment?
Why should scientific experiments be repeated?
Why is communicating experimental findings to others important to scientists?
How are written scientific procedures or experimental setup evaluated?
Why do experiments have variables?
Lake County Schools 2015-2016
Suggested Assessment Strategy
* Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.
Strategy:
Description:
Pearson Chapter 1 Test and Benchmark Review
(pages 39A, 39B, 40)
Multiple Choice and Extended Response
Pearson Chapter 1 Test
deconstructed standards, benchmark
clarifications, content limits, multiple choice
sample questions Sample Item 1 SC.5.N.1. 5
FCAT 2.0 TEST SPECS
5th Grade FCAT 2.0 Science Test Item Specifications
Example:
SC.5.N.1.1.
Delilah followed these steps of an investigation: Collect five
objects made of different types of metal. Place them on a large
laboratory table. Touch each metal object with a magnet and lift
slowly. Record observations.
Which of the following statements is Delilah most likely testing?
A. All types of metal are attracted to magnets.
B. Each magnet can lift the metal object to the same height.
C. Larger magnets can pick up heavier metal objects than smaller
magnets can.
D. Heavier metal objects are more attracted to magnets than
lighter metal objects are.
Lake County Schools 2015-2016
Physical Science – District Fifth Grade Unit 2
Big Idea 8 – Properties of Matter
Big Idea 9 – Changes in Matter
Big Idea Overview
In this Big Idea, students will gain an understanding of the scientific theory of atoms and/or the atomic theory. They will examine these properties of matter: solids, liquids, and gases.
Students will explain how mixtures of solids can be separated into parts. They will determine under what condition materials dissolve or not dissolve in water and will explore how to
speed up or slow down this process. Students will investigate how physical and chemical changes occur. Students will not be exposed again to content and concepts within the Big Idea
of Properties of Matter and Changes in Matter until grade 8.
Essential Question for Big Idea 8 & 9
How is matter described using relationships between properties? How can conditions affect properties of matter? How does the atomic theory relate to the properties of matter?
Learning Goal

Students will understand that all substances are made up of matter
and that matter is defined by its properties.
Unit 2 Professional Development
*Intended as a resource to build the teacher’s background knowledge for the current unit
Teacher Hints:
Pearson Chapter 5-Interactive Science Teacher’s Edition and Resource pg. 162C 162D
Digital Resources:
The Science Penguin
Super Teacher Ideas
Science Misconceptions


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
Some students may think that a “boiling” substance must be very hot. Remind
students that boil simply means “to change from a liquid to a gas.”
Some students may think that mass and weight are the same thing. Explain to
students that an object’s weight is a measure of the force of gravity on the object
and the mass is the amount of matter than makes up the object.
Some students may not recognize that solutions are types of mixtures because, in
some common solutions, such as salt water and sweetened iced tea, the solute
often cannot be see. Have students discuss possible ways to separate a solute
and a solvent.
Students often believe that gases are not matter and do not have mass because
they are often invisible. However, gases are made up of atoms that have atomic
mass.
Lake County Schools 2015-2016
Let’s Activate Students Prior Knowledge

Pearson- Inquiry Try It!- What are the particles in matter like?- pg 164

Homemade Rock Candy- discuss the change in the state of matter.

Have students create a bubble map about what they already know about matter.
Vertical Progression:
Fourth Grade:
SC.4.P.8.1: (DOK 2)
SC.4.P.8.2: (DOK 1)
SC.4.P.8.3: (DOK 2)
SC.4.P.8.4: (DOK 3)
SC.4.P.9.1: (DOK 1)
Sixth Grade:
None
Recursive Standards for Big Idea 8 and 9
*This is a recursive standard that should be integrated though all standards for this unit.
SC.5.N.1.1: (DOK 3) 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: (DOK 2) Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with
evidence.
SC.5.N.2.2: (DOK 2) Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be
replicable by others.
SC.5.N.1.2: (DOK 2) Explain the difference between an experiment and other types of scientific investigation
SC.5.N.1.3: (DOK 2) Recognize and explain the need for repeated experimental trials
SC.5.N.1.4: (DOK2) Identify a control group and explain its importance in an experiment (standard to be taught concurrently with SC.5.N.1.3)
Lake County Schools 2015-2016
Standards of Instructional Focus
SC.5.P.8.1: (DOK 2) Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.

Engage- Observe the picture on page 166-167 of the Pearson text. Discuss some of the solids, liquids and gases in the picture. Have the students create a tree map that
categorize the states of matter show.

Explain- Explain the basic properties (mass, volume, color, texture, and temperature) of solids, liquids and gases. (Pearson page 168 can be used as a reference)

Explore- Pearson-Inquiry-Explore It!- pg. 166

Elaborate- Have students create a double bubble or Venn diagram that compares and contrasts the measurable and observable properties of matter. Measurable properties
of matter would be mass, volume and temperature. Observable properties of matter would be color and texture. This activity may be teacher led.

Evaluate- Have students answer the Got It? Section.
SC.5.P.8.3: (DOK 2) 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.

Engage- Pearson-Inquiry- Explore It!- pg. 178

Explain- demonstrate and explain how mixtures of solids can be separated based on observable properties of their parts (e.g., particle size, shape, color, magnetic attraction)
through sorting, screening, filtration, magnets, and evaporation.

Explore- investigate common household materials (liquids or solids) that will dissolve in water (e.g., salt and sugar) and those that will not (e.g., rice, beans, cooking oil, lard).

Elaborate- Students will need to recognize that not all parts of a mixture will dissolve. They can then investigate the conditions (temperature, stirring/shaking, surface area)
that will speed up or slow down the dissolving process and/or chemical reactions (e.g., heat speeds up reactions).

Evaluate- Have students create a tree map that lists multiple ways that you can use properties of matter to separate mixtures.
FCAT 2.0 Content Limits

Items assessing conditions used to speed up or slow down the dissolving process are limited to temperature, stirring, and/or surface area. Items will not use the term solution,
solvent, solute, saturation, or catalyst. Items will not assess the difference between a mixture and a solution.
SC.5.P.9.1: (DOK 3) Investigate and describe that many physical and chemical changes are affected by temperature.

Engage- Pearson-Inquiry-Explore It!-pg192

Explain- describe how temperature can cause a chemical change that results in a new material with different characteristics (e.g., baking, grilling, frying, toasting, decaying
plant and animal matter, rusting, releasing of carbon dioxide).

Explore- Pearson- Inquiry- Explore It!- pg. 196

Elaborate- Describe visible signs of a chemical change (odor, color change, temperature change, gas production/fizzing sound).

Evaluate- Pearson-Chapter 5, Lesson 5 Check- TE page 195b
FCAT 2.0 Content Limits

Items will not assess particle motion in changes of states of matter.
Standards continued on the next page.
Lake County Schools 2015-2016
SC.5.P.8.2: (DOK 3) Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving
process.

Engage- Investigate common household materials (liquids or solids) that will dissolve in water (e.g., salt and sugar) and those that will not (e.g., rice, beans, cooking oil, lard).

Explain- Warmer temperatures, vigorous stirring/shaking, and a greater amount of surface area exposed will speed up the rate at which a substance will dissolve (e.g., AlkaSeltzer will dissolve faster when placed in warm water, stirred, and/or broken/crushed into smaller pieces).

Explore- Let students dissolve substances within water such as sugar and salt. Have students compare the time it takes and how stirring and increasing temperature speeds
up the process.

Elaborate- Dissolving is an example of a physical change of matter.

Evaluate- Students will create a list of materials that will dissolve in water and those that will not. Students can identify conditions that will slow down or speed up the
dissolving process.
FCAT 2.0 Content Limits

Items will not address types of bonds (e.g., covalent bonds); address types of compounds (e.g., polar, non-polar, and ionic); or use the terms “solvent,” “solute,”
“saturation,” or “catalyst”.
SC.5.P.8.4: (DOK 1) 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. Recognize that all matter is made up of atoms and that atoms are not visible, even with a microscope but that the presence of atoms can be tested.

Engage- Pearson-Envision It! Pg. 184-185

Explain- Atoms are defined as the building blocks of matter. Students will need to recognize that all matter is composed of parts that are too small to be seen with ordinary
microscopes.

Explore-Pearson- Lightning Lab- page 189

Elaborate- Pearson- What makes up matter?- video

Evaluate- Students should be able to identify what makes up matter and use the definition of atomic theory when answering.
FCAT 2.0 Content Limits

Items will not address the parts of the atom (e.g., nucleus); or more advanced components of atomic theory, such as Bohr models, isotopes, nuclear particles, atomic
orbitals, etc.
Opportunity for Cross-Curricular Connections
*This section is intended to provide resources for Science integration into other areas of instruction.
Writing/Thinking Map/Graphic Organizer Connections:

Double bubble/ Venn Diagram- comparing and contrasting measurable and observable properties of matter.

Tree Map- What processes can I use to separate mixtures?- sieving, magnetic separation, sedimentation, floatation, filtration

Tree Map- How can I separate mixtures of solids?- size, metals/nonmetals, densities, color or shape

Double Bubble/Venn Diagram- comparing and contrasting physical and chemical changes.
STEM Connection(s):
States of Matter- STEM Activity
Lake County Schools 2015-2016
Textbook Support
Additional Teacher Resources
*Be selective in choosing content from the textbook resource that meets the full intent of
the focus standard(s). Using only the textbook will NOT cover all areas of the focus
standard.
*The intent of this section is to provide teachers with additional resources to teach to the full
intent of the standard. They are suggested resources, please use professional discretion to plan
your lesson based on your specific classroom needs.




Pearson FL Interactive Science Chapter 5, Lesson 1, 2, 3, 4, 5,
and 6.
Pearson FL Interactive Science Chapter 5, pg. 192: What
happens when air heats up?
Pearson FL Interactive Science Chapter 5, pg. 196: How can
temperature affect a chemical change?
Pearson FL Interactive Support Chapter 5, pg. 200-201: What are
some ways to separate a mixture?
Differentiated Instruction
BL: Leveled Reader-Properties of Matter (pg. 162E)
OL: Leveled Reader- Learning About Matter (162F)
AL: Leveled Reader- All About Atoms (162F)
Academic Language/Vocabulary
Matter
Physical Change
State of Matter
Volume
Magnetism
Chemical Change
Evaporation
Texture
Lake County Schools 2015-2016
Weight
Condensation
Mass
Water Vapor
Density
Resources:
*Please preview ALL resources before showing them to your class this will ensure appropriate
content for your particular group of students.
Safari-Properties of Matter Playlist
Brainpop- Atoms
Brainpop- States of Matter
Brainpop-Matter Changing States
Brainpop- Property Changes
Brainpop- Measuring Matter
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher
Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.
o
o
o
o
o
How can properties be used to identify matter?
What happens to total mass when and object is separated into smaller parts?
How do the unique properties of water make it usable in each of its states?
How can it be determined whether matter will be attracted or repelled by a magnet?
What changes in matter result in changes in properties?
Suggested Assessment Strategy
* Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.
Strategy:
Pearson Chapter 5 Test and Benchmark Review
(pages 209A, 209B, 210)
Description:
5th Grade FCAT 2.0 Science Test Item Specifications
deconstructed standards, benchmark
clarifications, content limits, multiple choice
sample questions
Example:
Pearson- Chapter 5 Test
Multiple Choice and Extended Response
FCAT 2.0 Science Test Item Specifications Grade 5
Lake County Schools 2015-2016
Physical Science – District Fifth Grade Unit 3
Big Idea 10 – Forms of Energy
Big Idea 11 - Energy Transfer and Transformations
Big Idea Overview
In this Big Idea, students will gain an understanding of the basic forms of energy which include: light, heat, sound, electrical, chemical, and mechanical. Specifically, students will describe
light, handle heat, explain sound, manipulate electricity, explore chemical, and discuss mechanical as they experiment with these forms of energy. Through exploration, students will learn
that energy has the ability to cause motion or create change and that water and air are also sources of energy. The flow of electricity will be investigated as students examine how
electrically charged objects attract and/or repel other objects. Students will learn that electrical energy can be transformed into other forms of energy as they perform scientific
investigations on energy concepts.
Essential Question for Big Idea 10 and 11
How is the motion of an object affected by energy? How does one form of energy transform into another form of energy? How do electrical charges react to other electrical charges? How
does a closed circuit complete the flow of electricity?
Learning Goal

Students will understand that energy exists in many forms and has
the ability to transform into other forms of energy.
Unit 3 Professional Development
*Intended as a resource to build the teacher’s background knowledge for the current unit
Teacher Hints:
Pearson Teacher Edition- Teacher Background- Pages 212C- 212D
Digital Resources:
Essential Science for Teachers- Physical Science
Science Misconceptions
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
The only natural motion is for an object to be at rest.
If an object is at rest, no forces are acting on the object.
Force is a property of an object.
An object has force and when it runs out of force, it stops moving.
The motion of an object is always in the direction of the net force applied to the
object.
Large objects exert a greater force than small objects.
A force is needed to keep an object moving with a constant speed.
Lake County Schools 2015-2016
Let’s Activate Students Prior Knowledge


Pearson- Inquiry- Try It!- page 214
Pearson Chapter 6-Chapter Kickoff
Vertical Progression:
Fourth Grade:
SC.4.P.10.1: (DOK 2) Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.
SC.4.P.10.2: (DOK 2) Investigate and describe that energy has the ability to cause motion or create change.
SC.4.P.10.3: (DOK 3) Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.
SC.4.P.11.1: (DOK 1) Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
SC.4.P.11.2: (DOK 1) Identify common materials that conduct heat well or poorly.
Sixth Grade: None
Recursive Standards for Big Idea 10 & 11
*This is a recursive standard that should be integrated though all standards for this unit.
SC.5.N.1.1: (DOK 3) 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: (DOK 2) Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.5.N.2.2: (DOK 2) Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
SC.5.N.1.2: (DOK 2) Explain the difference between an experiment and other types of scientific investigation
SC.5.N.1.3: (DOK 2) Recognize and explain the need for repeated experimental trials
SC.5.N.1.4: (DOK2) Identify a control group and explain its importance in an experiment (standard to be taught concurrently with SC.5.N.1.3)
Lake County Schools 2015-2016
Standards of Instructional Focus
SC.5.P.10.1: (DOK 2) Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

Engage- Create a bubble map with students. Have them brainstorm basic forms of energy.

Explain- Explain the properties of light energy, heat energy, sound energy, electrical energy and mechanical energy.

Explore-Create a solar oven. Have students record the amount of time it takes to melt an ice cube.

Elaborate- Discuss the type of energy that was used to melt the ice cube. Point out that the light energy was transferred into heat energy. Explain that light travels in a
straight line until it strikes an object or travels from one material to another.
 Evaluate- Students can create a tree map that describes and differentiates between the basic forms of energy.
FCAT 2.0 Content Limits

Items assessing basic forms of energy are limited to light, heat (thermal), sound, electrical, chemical, and mechanical energy and will not assess the transformation of energy
from one form to another. Items assessing light reflection, refraction, or absorption should use the term reflect, bend, or absorb to describe light’s behavior.

The term material or substance should be used rather than the term medium or media.

Scenarios referring to mechanical energy should not use the term kinetic energy or potential energy.
SC.5.P.10.2: (DOK 3) Investigate and explain that energy has the ability to cause motion or create change.

Engage- Study Jams- Electricity

Explain- that energy has the ability to cause motion or create change

Explore- Show students examples of hydroelectric energy, wind energy, geothermal energy, and solar energy.

Elaborate- Show students how geothermal energy, wind energy, and hydroelectric energy convert mechanical energy into electricity by spinning a turbine which powers a
generator and gives us electricity.

Evaluate- Students should be able to compare and contrast geothermal, hydroelectric and wind energy.
FCAT 2.0 Content Limits



Items will not assess sound and chemical energy.
Comparative words such as greater than, less than, faster, or slower should be used when describing motion.
Scenarios will not use weathering and/or erosion as a context.
SC.5.P.10.4: (DOK 3) Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.

Engage- Think/Pair/Share- Have students look around the room and write down one energy transfer that they can see. (ex. Computer Monitor- electrical energylight
energy)
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Explain-Electrical energy can be transformed into heat, light, and/or sound energy, as well as the energy of motion.

Explore- Have students create a flow map that illustrates the energy transfer from electrical to heat, light, sound and mechanical energy.

Elaborate-Identify and/or classify materials that conduct electricity and materials that do not.

Evaluate- Use student flow maps to evaluate their understanding of this concept.
FCAT 2.0 Content Limits

Items will not assess parallel and series circuits. Items assessing electricity will not refer to electrons or the movement of electrons in producing electrical charge. Items that
refer to positive and negative charges in attraction and repulsion properties must be in the context of static electricity. Items will not use more than two energy conversions.

Scenarios are limited to abiotic systems.

Scenarios referring to energy from the Sun will not use the term radiant.
Lake County Schools 2015-2016
SC.5.P.10.3: (DOK3) 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.

Engage- Have a student rub their head with a balloon and have the class give an explanation of their observations.

Explain- Opposite electrical charges attract (pull towards each other) and like electrical charges repel (push apart) without any contact needed between the objects.
Electrically-charged object, whether positively or negatively charged, will attract an uncharged (neutral) object. Oppositely-charged objects attract each other and likecharged objects repel each other without any contact needed between the objects; and that an electrically-charged object, whether positively or negatively charged, will
attract an uncharged (neutral) object.

Explore- Roll and can with static electricity. Give students an empty can, a balloon, and a head of hair. Challenge them to make a can roll without touching the can.

Evaluate- Students should be able to explain how static electricity does its work.
FCAT 2.0 Content Limits

Items assessing electricity will not refer to electrons or the movement of electrons in producing an electrical charge. Items will not assess specific knowledge of or
reference to Newton’s laws; address how to charge an object; or assess which items can hold a charge and which items cannot hold a charge. Items that refer to positive
and negative charges in attraction and repulsion properties must be in the context of static electricity.
SC.5.P.11.1: (DOK 2) Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).

Engage- Study Jams-Current Electricity and Electric Circuits- Slide Show
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Explain- Show the difference between a closed and open circuit and identify which will carry electricity to power an object.
Explore- Students will build electric circuits.
Elaborate- Electricity is defined as moving electrons and an electric circuit is a pathway through which electrons flow.
Evaluate- Students should be able to build an electric circuit which powers a light bulb and explain why the bulb is illuminated.
FCAT 2.0 Content Limits

Items will not assess the difference between parallel circuits, series circuits, or short circuits. Items may include illustrations or references to
the parts of a single, complete loop closed (or open) circuit (i.e., battery/energy source, switch, wire).
SC.5.P.11.2: (DOK 2) Identify and classify materials that conduct electricity and materials that do not.

Engage- Give students a group of random items and have them classify them into good and poor conductors of electricity.
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Explain- Identify and/or classify materials that conduct electricity (metal/steel/copper/gold) and materials that do not (e.g., rubber, plastic, glass, wood)
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Explore- Have students revisit their items and have them rethink their groups after explaining what objects are good and poor conductors of electricity.
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Elaborate- Electricity flows through conductors but does not flow through insulators. Conductivity is defined as a measure of how well a substance conducts electricity.
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Evaluate- Students should be able to define and give examples of conductors and insulators.
FCAT 2.0 Content Limits

Items may allude to but not specifically refer to the terms “conductor” or “insulator.” Items will not assess relative conductivity of different metals; or water as a
conductor.
Lake County Schools 2015-2016
Opportunity for Cross-Curricular Connections
*This section is intended to provide resources for Science integration into other areas of instruction.
Literacy Connections:
 ReadWorks- Free Transfer Passage
Writing/Thinking Map/Graphic Organizer Connections:



My Science Journal
After reading “Squeeze Power” write an extended response in which you explain that energy has the ability to create change. Support your
response with relevant information from the text.
A student who is training to become a scientist is conducting an investigation on the cord that connects a lamp to a wall outlet. The student
scientist sees that the inside of the cord is made of metal wire and that the outside of the cord is made of plastic. Write a scientific brief that
informs the student scientist about which materials conduct electricity and which do not. Recall relevant information from your investigations
and readings. 4. Create a circuit drawing that includes everything you would need to make a light bulb light. Label all the components in your
drawing and use arrows to show the direction of the current, and then describe in an extended response how the circuit works using general
academic vocabulary and domain-specific words and phrases.
STEM Connection(s):
Static Electricity-STEM lesson
Solar Absorbers and the Future of Electricity
Lake County Schools 2015-2016
Textbook Support
Additional Teacher Resources
*Be selective in choosing content from the textbook resource that meets the full
intent of the focus standard(s). Using only the textbook will NOT cover all areas of
the focus standard.
*The intent of this section is to provide teachers with additional resources to teach to the full intent of
the standard. They are suggested resources, please use professional discretion to plan your lesson
based on your specific classroom needs.

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
Pearson FL Interactive Science Chapter 6, Lesson 1, 2, 3, 4, 5, 6
Pearson FL Interactive Science Chapter 6, pg. 224: What can affect
the sound made by a rubber band?
Pearson FL Interactive Science Chapter 6, pg. 228: Do the Math!
Pearson FL Interactive Science Chapter 6, pg. 230: What are some
colors in white light?
Pearson FL Interactive Science Chapter 6, pg. 236: What is one effect
of static electricity?
Pearson FL Interactive Science Chapter 6, pg. 240: How can energy
be transformed and transferred?
Pearson FL Interactive Science Chapter 6, pg. 244: What can
electricity flow through?
Pearson FL Interactive Science Chapter 6, pgs. 250-251: How can
electrical energy change forms?
Differentiated Instruction
BL: Leveled Reader- Energy- Pearson TE pg. 212E
OL: Leveled Reader- How Does Energy Change- Pearson TE pg. 212F
AL: Leveled Reader- Power and Energy- Pearson TE pg. 212F
Academic Language/Vocabulary
Energy
Sound
Transformation
Absorb
Reflection
Attract
Conductor
Potential Energy
Electricity
Translucent
Light
Mechanical
Reflect
Material
Refraction
Repel
Insulator
Vibration
Resistor
Transparent
Lake County Schools 2015-2016
Heat
Chemical
Bend
Substance
Absorption
Circuits
Kinetic Energy
Pitch
Opaque
Resources:
*Please preview ALL resources before showing them to your class this will ensure appropriate content
for your particular group of students.
Safari- Energy Playlist
Brainpop
Link to Webb’s DOK Guide
Link to Scale
Energy PowerPoint (Intranet)
Energy Transfer and Transformation PowerPoint
Bending Light Lab or Demo
All Sorts of Energy Activity
Transformation of Electrical Energy Stations
Energy Station Matching Formative Assessment
Energy Selected Response Formative Assessment
Making Connections Activity
Let It Flow Activity
Energy & Matter - Video
Heat - Video Electricity - Video
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher
Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.
1. How do you use energy every day?
2. How is the motion of an object affected by energy?
3. How do electrical charges react to other electrical charges?
4. How does one form of energy transform into another form of energy?
5. How does a closed circuit complete the flow of electricity?
6. What are some energy transformations you see every day?
Suggested Assessment Strategy
* Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.
Strategy:
Description:
Example:
Pearson Chapter 6 Test and Benchmark Review
(pages 259A- 259B)
Multiple Choice and Extended Response
Pearson- Chapter 6 Test
5th Grade FCAT 2.0 Science Test Item Specifications
Lake County Schools 2015-2016
deconstructed standards, benchmark
clarifications, content limits, multiple choice
sample questions
Physical Science – District Fifth Grade Unit 4
Big Idea 13 - Forces and Change in Motion
Big Idea Overview
In this Big Idea, students will gain an understanding of forces such as push/pull cause objects to move. Students will also understand the impact that forces such as friction and gravity
have on the movement of objects. They will examine relationships among mass, force, and motion as they discuss scenarios whereby gravity is overcome. Students will learn that the
greater the force applied to an object, the greater the change in motion of an object and that the more mass an object has, the greater the force required to move the object. Students will
investigate what happens when a force is applied to an object but the object does not move.
Essential Question for Big Idea 13
How does the amount of force applied to an object affect an object’s motion? How does the relationship between the mass of an object and the force applied affect its motion?
Learning Goal
Students will be able to understand that when forces are balanced there is no change in
motion and that unbalanced forces cause a change in motion.
Unit 4 Professional Development
*Intended as a resource to build the teacher’s background knowledge for the current unit
Teacher Hints:
Pearson- Teacher Background- TE pg. 262C- 262D
Digital Resources:
Science In Focus- Forces and Motion Video
Science Misconceptions
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The only "natural" motion is for an object to be at rest.
If an object is at rest, no forces are acting on the object.
A rigid solid cannot be compressed or stretched.
Only animate objects can exert a force. Thus, if an object is at rest on a table, no forces are
acting upon it.
Force is a property of an object. An object has force and when it runs out of force it stops
moving.
The motion of an object is always in the direction of the net force applied to the object.
Large objects exert a greater force than small objects.
A force is needed to keep an object moving with a constant speed.
Friction always hinders motion. Thus, you always want to eliminate friction.
Frictional forces are due to irregularities in surfaces moving past each other.
Rocket propulsion is due to exhaust gases pushing on something behind the rocket.
Time is defined in terms of its measurement.
The location of an object can be described by stating its distance from a given point (ignoring
direction).
The terms distance and displacement are synonymous and may be used interchangeably.
Thus the distance an object travels and its displacement are always the same.
Velocity is another word for speed. An object's speed and velocity are always the same.
Lake County Schools 2015-2016
Let’s Activate Students Prior Knowledge


Chapter 7 Digital Kickoff- Pearson
Pearson-Inquiry- Try It!- page 264
Vertical Progression:
Fourth Grade:
SC.4.P.12.1: (DOK 1) Recognize that an object in motion always changes its position and may change its direction.
SC.4.P.12.2: (DOK 2) Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds.
Sixth:
None
Recursive Standards for Big Idea 13
*This is a recursive standard that should be integrated though all standards for this unit.
SC.5.N.1.1: (DOK 3) 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: (DOK 2) Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.5.N.2.2: (DOK 2) Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
SC.5.N.1.2: (DOK 2) Explain the difference between an experiment and other types of scientific investigation
SC.5.N.1.3: (DOK 2) Recognize and explain the need for repeated experimental trials
SC.5.N.1.4: (DOK2) Identify a control group and explain its importance in an experiment (standard to be taught concurrently with SC.5.N.1.3)
Lake County Schools 2015-2016
Standards of Instructional Focus
SC.5.P.13.1: (DOK1) Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.

Engage - Study Jams- Forces and Motion

Explain- Identify familiar forces that affect how objects move.

Explore- Give students a toy car and a ramp. Have students identify which forces cause the car to move and stop.

Elaborate- Give students magnets and see have them explore other ways to make the car move. Remind students that magnets can make objects move by using magnetic attraction or repulsion.

Evaluate- Students will write to explain familiar forces that cause objects to move.
FCAT 2.0 Content Limits

Items assessing familiar forces are limited to pushes, pulls, friction, gravity, and magnetic force. Items may only require the interpretation of two forces at a time and items referring to friction will
only assess the force of friction as a resistance to movement. Items that assess magnetic attraction will not use the context of separating mixtures and solutions.
SC.5.P.13.2: (DOK2) Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.

Engage – Show the class two toy cars. Push one with a greater force and the other with less force. One car should travel further than the other. Have students explain why this is.

Explain- Describe the relationship between force and motion.

Explore- Have student tape pennies the top of a toy car. They can experiment with the mass of the car and the distance it travels. They can use ramps and flat surfaces to experiment with.

Elaborate-Describe that the speed of an object is determined by the distance an object travels and the time it takes the object to travel that distance.

Evaluate- Students should be able to describe how mass and force affect the motion of an object.
FCAT 2.0 Content Limits

Items assessing relationship between mass, force, and motion are limited to a conceptual understanding. Items will not involve mathematical calculations or formulas. Items will address a
conceptual understanding of speed and not require mathematical computations. Items may require the identification of the direction of motion but not the magnitude of motion. Items may refer
to balanced forces and/or unbalanced forces but not net force. Items assessing forces applied to objects of different masses are limited to pushes, pulls, and friction.

Scenarios should use newtons (N) as the unit of measure for forces.
SC.5.P.13.3: (DOK 2) Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion. Explain that objects with greater mass require more force to
move compared with objects with less mass and that more force is required to slow down an object in motion with greater mass compared with an object with less mass

Engage – Mass and Force

Explain- Describe that the more mass an object has, the less effect a given force will have on its motion. The greater the force, the more effort that will be needed to move it.

Explore- - Have student tape pennies the top of a toy car. They can experiment with the mass of the car and the distance it travels. They can use ramps and flat surfaces to experiment with.

Elaborate-Describe that the speed of an object is determined by the distance an object travels and the time it takes the object to travel that distance.

Evaluate- Students should be able to describe how mass and force affect the motion of an object.
FCAT 2.0 Content Limits

Items will demonstrate Newton’s laws of motion but items will not require students to identify the laws.

Scenarios should use Newtons (N) as the unit of measure for forces.
SC.5.P.13.4: (DOK 3) 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.
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Engage – Show students a book lying at rest on a table. Ask students to predict why the book is at rest.
Explain-When an object does not move, opposing forces are holding the object in place (e.g., a book laying on a table is being acted upon by the table pushing up on the book from below and
gravity pushing down from above)
Explore- - Pearson- Inquiry- Investigate It!- pg. 284
Elaborate-Explain that inertia is the tendency of an object to resist any change in motion.
Evaluate- Students will draw examples of balanced forces and identify why there is no movement.
Lake County Schools 2015-2016
Opportunity for Cross-Curricular Connections
*This section is intended to provide resources for Science integration into other areas of instruction.
Writing/Thinking Map/Graphic Organizer Connections:



My Science Journal
2. After reading the “Friction”, “Gravity”, and “Mass” article, write the student background information for a scientific investigation on the
effect mass has on the distance a car will travel. Recall relevant information from your experiences and from the text. Support your discussion
with evidence from the text(s).
3. After playing the game “Forces in Action” write a summary describing the outcomes of your investigation. Cite evidence from your data
chart and include an explanation of what happens when forces are unbalanced.
STEM Connection(s):
Ramp It Up- STEM
Lake County Schools 2015-2016
Textbook Support
Additional Teacher Resources
*Be selective in choosing content from the textbook resource that meets the full
intent of the focus standard(s). Using only the textbook will NOT cover all areas of
the focus standard.
*The intent of this section is to provide teachers with additional resources to teach to the full intent of
the standard. They are suggested resources, please use professional discretion to plan your lesson
based on your specific classroom needs.
Resources:




Pearson FL Interactive Science Chapter 7, Lesson 1, 2, and 3
Pearson FL Interactive Science Chapter 7, Do the Math pg 278: Using
Formulas
Pearson FL Interactive Science Chapter 7, pgs. 284-285: What forces
affect the motion of a rocket?
Pearson FL Interactive Science Chapter 7, pgs. 296-299: How is
motion affected by mass?
Differentiated Instruction
BL: Leveled Reader- Forces and Motion – Pearson TE pg. 262E
OL: Leveled Reader- How Do Objects Move – Pearson TE pg. 262F
AL: Leveled Reader- The Science of Building– Pearson TE pg. 262F
Academic Language/Vocabulary
Force
Gravity
Friction
Speed
Unbalanced Forces
Push
Magnetic Attraction
Mass
Newton
Lake County Schools 2015-2016
Pull
Repulsion
Motion
Balanced Forces
*Please preview ALL resources before showing them to your class this will ensure appropriate content
for your particular group of students.
Brainpop- Forces and Motion
Safari- Forces and Motion Playlist
Force and Motion 5E Lesson
Force and Motion PowerPoint
Force and Motion Formative Assessment
Net Forces 5E Lesson
Net Forces PowerPoint
Net Forces Formative Assessment
Pencil Pushing Toys 5E Lesson
Electric and Magnetic Forces Passage and Questions
Force and Motion Science Activity
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher
Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.



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
How does gravitational, frictional, and magnetic forces affect changes in the
motion of objects?
How are force and mass related to changes in motion?
How can we overcome gravity?
Why does an object have a greater change in motion when you apply a greater
force?
How can we recognize when forces are balanced and unbalanced?
Why does it take a greater force to move a heavier object?
What is happening when you apply a force to an object and the object does not
move? Add to EQ section
Lake County Schools 2015-2016
Suggested Assessment Strategy
* Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.
Strategy:
Description:
Strategy:
Pearson Chapter 7 Test and Benchmark Review
(pages 293A- 293B)
Multiple Choice and Extended Response
5th Grade FCAT 2.0 Science Test Item Specifications
Lake County Schools 2015-2016
deconstructed standards, benchmark
clarifications, content limits, multiple choice
sample questions
Example:
Pearson Chapter 7 Test
Earth and Space Science – District Fifth Grade Unit 5
Big Idea 5 - Earth in Space and Time
Big Idea Overview
In this unit, students learn the basic components of a galaxy and how those components appear as a result of proximity to Earth. Students differentiate among objects that comprise the
solar system; learning the common characteristics of all planets but also the differences between the inner and outer planets. The rotation of the Earth and its position during the day and
the night along with how the movement of the sun, moon, and stars are connected to the rotation of the Earth are investigated.
Essential Questions for Big Idea 5
What objects in space make up the solar system?
How are the stars, the planets, the moons, asteroids and comets interrelated?
How can Earth’s place in the Solar System be described?
Learning Goals

Distinguish among the following objects of the Solar System – sun, planets,
moons, asteroids, comets – and identify Earth’s position in it.

Recognize the major common characteristics of all planets and
compare/contrast the properties of inner and outer planets.
Unit 5 Professional Development
*Intended as a resource to build the teacher’s background knowledge for the current unit
Teacher Hints:

See Pearson pp. 42C and 42D for Teacher Background information.

Don’t overlook the Content Refreshers and ELL Support boxes in the Pearson Guide.
Both contain useful information.

Students will have to know the concept of the relationships of planet distance to the
sun and the effects. Therefore, if students are given two planets and asked which
planet is hotter, they should recognize which planet is closer to the sun in order to
make this comparisons and draw conclusions.
Digital Resources:
Essential Science for Teachers: Earth and Space Sciences
Science Misconceptions

Students are sometimes confused by planet diagrams because the scale and
alignment are frequently inaccurate to fit to a page. Explain that text and
illustrations may not portray actual conditions.

Pluto was designated as a dwarf planet in 2006 after the International
Astronomical Union redefined the word planet. It does not meet the
qualifications for planets.
Lake County Schools 2015-2016
Let’s Activate Students’ Prior Knowledge

Have students draw and label what they see in the nighttime sky. Discuss where
things “go” during the day.

Work in teams or whole groups to begin a KWL chart about space.

Activity Before Content: Distribute bite sized Milky Way, Mars, Zero, Starburst,
Orbit, Galaxy, Moon Pies, etc. Have students write a space fact using their treat.
Vertical Progression:
Fourth Grade:
SC.4.E.5.1: (DOK 3) Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in
different seasons.
SC.4.E.5.2: (DOK 2) Describe the changes in the observable shape of the moon over the course of about a month
SC.4.E.5.3: (DOK 2) Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.
SC.4.E.5.4: (DOK 3) Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.
SC.4.E.5.5: (DOK 3) Investigate and report the effects of space research and exploration on the economy and culture of Florida.
Sixth Grade: Big Idea 5 is not addressed.
Recursive Standards for Big Idea 5
*Theses are a recursive standards that should be integrated though all standards for this unit.
SC.5.N.1.1: (DOK 3) 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: (DOK 2) Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.5.N.2.2: (DOK 2) Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others
SC.5.N.1.2: (DOK 2) Explain the difference between an experiment and other types of scientific investigation
SC.5.N.1.3: (DOK 2) Recognize and explain the need for repeated experimental trials
SC.5.N.1.4: (DOK2) Identify a control group and explain its importance in an experiment (standard to be taught concurrently with SC.5.N.1.3)
Lake County Schools 2015-2016
Standards of Instructional Focus
SC.5.E.5.1: (DOK 1) Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.

identify the basic components of a galaxy

explain how stars can be different

identify the Sun as a star that emits energy

identify that the Sun’s appearance is due to its proximity to Earth.
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Engage - Complete Spiral Galaxy model Pearson p. 45
Explain – Read and discuss lesson 1, Pearson pp. 46 – 49.
Explore – Have students explore and discuss how their sense of sight helps them learn about space. Allow time to use magnifying glasses, binoculars, and telescopes or digital images from each if
materials are not available.
Elaborate – Demonstrate the vast distances in space using the radio wave activity on p. 52 of the Pearson Teacher’s Edition.

Evaluate – Informal teacher observation of student discussion
FCAT 2.0 Content Limits

Items will only assess a conceptual understanding of a galaxy and will not assess the name of our galaxy in isolation. Items will not assess objects orbiting stars. Items that assess stars are limited to
brightness, size, or appearance in relation to distance, and that stars emit energy. Items that address energy emitted by a star are limited to visible light. Items will not assess the effects of the Sun’s
energy on Earth. Items will not assess numeric values for distance or number of stars. Items may assess that stars are made of gases but not the specific chemical composition of stars.
SC.5.E.5.2: (DOK 2) Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.
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Engage - Where am I in the universe? Quick Draw activity from CPalms
Explain - Read and discuss lessons 2 and 3, Pearson pp. 50 – 63.
Explore - A Closer Look at the Inner and Outer Planets Activity from CPalms
Elaborate – Inquiry Explore It! Activity from Pearson p. 57a. How does distance affect orbiting time?
Evaluate – Words to Know pages, Got It questions, discussion, Pearson Interactive Got It! Quiz
SC.5.E.5.3: (DOK 3) Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and identify Earth's position in it.

distinguish among objects in our solar system based on their relative positions and/or their characteristics

identify common characteristics of all planets

compare and/or contrast the common characteristics of inner and outer planet groups

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Engage – Bill Nye “Comets and Meteors” or Magic School Bus “Out of This World” from Safari Montage
Explain - Read and discuss lesson 4, Pearson pp. 64 –69.
Explore – Inquiry Explore It! Activity from Pearson p. 69a “How does a meteoroid fa through Earth’s atmosphere?
Elaborate – Make space object models using rocks and sand What are asteroids, meterors, and meteoroids?, bags of air (gas giant or rocky inner planet?), and dry ice (pp. 8 – 9 from How to Make a
Comet)

Evaluate – Words to Know pages, Got It questions, discussion, Pearson Interactive Got It! Quiz
FCAT 2.0 Content Limits

Items will address a conceptual understanding of our solar system and the characteristics of objects in our solar system. Items will not assess characteristics of the Sun. Items assessing inner and
outer planet groups are limited to: surface composition (whether they are mostly solid or gas), presence of an atmosphere, size, relative position to the Sun, presence of moons or rings, relative
temperature, and relative length of a year. Items will not require specific knowledge of quantitative astronomical data. Items will not assess interactions of objects in our solar system. Items will not
assess the force of gravity.
SC.4.E.5.4: (DOK 3) Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. ***Fourth grade standard. Students may need review and re-teaching of
all of the concepts in this standard for testing.

describe how the rotation of Earth and apparent movement of the Sun, Moon, and/or stars are related

identify that the pattern of stars appears to shift across the sky nightly or that different stars can be seen in different seasons

describe the visual changes in the appearance of the Moon

explain that Earth revolves around the Sun in a year

explain that Earth rotates on its axis in a 24-hour day.
Lake County Schools 2015-2016
Opportunity for Cross-Curricular Connections
*This section is intended to provide resources for Science integration into other areas of instruction.
Literacy Connections:
 Wonders FL Reading/Writing Workshop pgs. 348-361: “Changing Views of Earth”
 Wonders FL Literature Anthology pgs. 404-421: “When Is a Planet Not a Planet”
Writing/Thinking Map/Graphic Organizer Connections:




My Science Journal
After reading “Changing Views of Earth” create a Flow Map or a sequencing organizer that orders how the scientific knowledge about the solar
system has changed over time. Use the information from the Flow Map or sequencing organizer to write a descriptive summary. Be sure to cite
evidence from the text including text features.
Why is Pluto Not a Planet? After reading “When Is a Planet Not a Planet?” write an essay in which you explain characteristics of object in the Solar
System and answers the question. Support your response with evidence from the text. D2 Include at least 3 key details or examples from the text in
your response.
Do you agree with the IAU’s decision to demote Pluto to a Dwarf Planet? Why or Why not? After reading “Mission: Pluto” write a paragraph in
which you answer the question and explain your reasons. Support your response with evidence from the text.
STEM Connection(s):
Pearson STEM Activity Book (also available online Pearson SuccessNet >Other Resources >Downloads >Program Resources >STEM Activities
Lesson 2 - Watch it Fly: Balloon Rockets
Lesson 12 - Up, Up and Away: Kites
Lake County Schools 2015-2016
Textbook Support
*Be selective in choosing content from the textbook resource that meets the full
intent of the focus standard(s). Using only the textbook will NOT cover all areas of
the focus standard.


Pearson FL Interactive Science Chapter 2, Lesson 1, 2, 3, and 4
Pearson FL Interactive Science Chapter 2, pg. 58: How are the sizes of the
inner and outer planets different?
Differentiated Instruction
BL: Leveled Reader “The Solar System”, work in pairs, frontload vocabulary, adjust
assignment expectations
OL: Leveled Reader “Earth’s Place in Space”
AL: Leveled Reader “Mars, the Red Planet”, extend learning through independent
research, adjust assignment expectations
Academic Language/Vocabulary
Galaxy
Solar System
Moon
Inner Planets
Revolution
Star
Sun
Asteroid
Outer Planets
Rotation
Lake County Schools 2015-2016
Milky Way
Planet
Comet
Orbit
Additional Teacher Resources
*The intent of this section is to provide teachers with additional resources to teach to the full intent
of the standard. They are suggested resources, please use professional discretion to plan your lesson
based on your specific classroom needs.
Resources:
*Please preview ALL resources before showing them to your class this will ensure appropriate
content for your particular group of students.











Link to Webb’s DOK Guide
Asteroid Attack Passage and Questions
A New World Passage and Questions
Happy Scientist: Global Science
Scholastic Study Jams: Our Solar System: Inner Planets
Scholastic Study Jams: Our Solar System: Outer Planets
Scholastic Study Jams: A Day on Earth
Brain Pop: Solar System
Mr. Parr’s Science Song: Moon Phases
Mr. Parr’s Science Song: Planets Around a Star
Mr. Parr’s Science Song: Solar System Song
Safari Montage Videos:
Bill Nye Outer Space
Magic School Bus Gets Lost in Space
Bill Nye Planets
Schoolhouse Rock Science
The Universe Chapters 1 - 4
Mission Pluto
A Day on Earth - Video
Our Solar System - Inner Planets
Our Solar System - Outer Planets
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher
Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.
Standard
SC.5.E.5.1: (DOK 1) Recognize that a galaxy consists of gas, dust, and many stars, including any
objects orbiting the stars. Identify our home galaxy as the Milky Way.
Question
5.1 Describe characteristics found in stars located in the Milky Way Galaxy.
5.1 How does the sun compare to other stars in the Milky Way galaxy?
SC.5.E.5.2: (DOK 2) Recognize the major common characteristics of all planets and
compare/contrast the properties of inner and outer planets.
5.2 How do the characteristics of the inner and outer planets compare and contrast?
5.2 What are common characteristics of planets in our solar system?
SC.5.E.5.3: (DOK 3) Distinguish among the following objects of the Solar System -- Sun, planets,
moons, asteroids, comets -- and identify Earth's position in it.
5.3 How are the Earth, Sun, and Moon interrelated?
5.4 Compare and contrast the movement of the Earth, Sun, and Moon.
SC.4.E.5.4: (DOK 3) Relate that the rotation of Earth (day and night) and apparent movements of
the Sun, Moon, and stars are connected.
Lake County Schools 2015-2016
Suggested Assessment Strategy
* Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.
Strategy:
Description:
Example:
Pearson Chapter 2 Test
earson Chapter 2 Test and Benchmark Review
(pages 79A, 79B, 80)
Multiple Choice and Extended Response
FCAT 2.0 Test Specs
ample Item 1
5th Grade FCAT 2.0 Science Test Item Specifications
SC.5.5th
55th Gra
Sample
Item 6 SC.4.E.5.
Keisha wants to show Amy what happens during one Earth day. Keisha
deconstructed standards,
benchmark
clarifications,
holds a small globe representing Earth, and Amy holds a large
content limits, multiple choice sample questions
ball representing the Sun.
What should Keisha do to show Amy what happens during one
Earth day?
A. Keisha should move the globe in one complete circle around
Amy.
B. Keisha should move the globe toward Amy and then away
from her.
C. Keisha should slowly lift the globe above her head and then
lower it.
D. Keisha should slowly spin the globe one complete time about
its axis.
I Used to Think…
But Now I Know…
Lake County Schools 2015-2016
I Used to Think…But Now I Know is a self-assessment
and reflection exercise that helps students
recognize if and how their thinking has changed at
the end of a sequence of instruction. An additional
column can be added to include…And This Is How I
Learned It to help students reflect on what part of
their learning experiences helped them change or
further develop their ideas.
Earth and Space Science – District Fifth Grade Unit 6
Big Idea 7 - Earth Systems and Patterns
Big Idea Overview
In this unit, students will explore the properties of minerals and recognize that rocks are made up of minerals. They will explore the three categories of rocks. Students will
understand that humans need resources found on Earth and differentiate between renewable and nonrenewable resources. They will identify resources found in Florida.
Weathering and erosion will also be differentiated in order to determine Earth’s surface patterns. Students will recognize the role the ocean plays in the water cycle and how
the components of the water cycle are interrelated. Weather and climate will be explored as students make connections to conditions at certain times and particular
locations and at different climate zones. Students will prepare a natural disaster family preparedness plan.
Essential Questions for Big Idea 7
How do the parts of the water cycle differ?
What role does the ocean play in the water cycle?
How are patterns on Earth’s surface formed?
What variables affect weather related differences?
How do Earth systems affect humans?
Learning Goal
Unit 6 Professional Development
*Intended as a resource to build the teacher’s background knowledge for the current unit



Students will understand how patterns on Earth’s surface are
formed.
Student will understand that weather patterns vary depending
on multiple variables including environment, latitude, elevation,
and proximity to bodies of water.
Students will understand the effect Earth systems and patterns
have on humans.
Science Misconceptions

Students may assume that groundwater is water on the ground in a
lake or river instead of water trapped underground in an aquifer.

Students may not have a firm grasp of 3rd and 4th grade standards.
Teachers need to be certain that they are cognizant of that content
in addition to the 5th grade standards.
Lake County Schools 2015-2016
Teacher Hints:
Read Teacher Background Pearson pp 82 C and 82D and Content Refreshers throughout the Pearson chapter.

Water Cycle:

Students will need to be exposed to various representations and/or stages of the water cycle (i.e. puddles, wet
jeans hanging on a clothesline, water in a swimming pool, water in a fish tank, glass of iced tea, water cycle in a
plastic bag).

This is a good time to review renewable/nonrenewable resources that was taught in Grade 4 because water
and the sun’s energy are renewable resources.

Fresh bodies of water include, but are not limited to, puddles, ponds, lakes, streams, and rivers.

Weather:

You may want to have students track the weather on a class chart and in their student notebook. Assign a
student(s) to lead the class in recording the weather measurements. This may be an activity to incorporate into
your morning work and present on the morning announcements.

Students will need to know how clouds are related to weather and that cumulus, cirrus, stratus, and
cumulonimbus clouds are all associated with certain kinds of weather conditions. Students should be aware
that clouds have names but they will not have to differentiate among the different types of clouds.

Distinguish between how sleet and hail form:

sleet - precipitation that freezes near the ground that often begins as rain or snow

hail - precipitation that is chunks/balls of ice that usually falls during a thunderstorm

Assessment items will use the term air pressure rather than barometric pressure.

This is a good time to review weathering and erosion, a concept that is only taught in Grade 4. Weathering
may occur as precipitation falling onto Earth’s surface. Erosion may occur as water is flowing over Earth’s
surface.

Wind speeds will be shown in miles per hour (mph).

Climate:

Students should have practice locating the equator and tropical, temperate, and polar zones on different
maps. Students should equate tropical rainforests with the tropical zone and tundra with the polar zone. A fun
fact to know is that the state of Florida is in the temperate zone. Climate zones within Florida will be further
divided as instruction on the topic progresses into middle school.

Students should have exposure to topographic maps in order to feel how elevation is represented on a map.
Digital Resources:
Weather and Climate Background
Vertical Progression:
Fourth Grade: Big Idea 7 is not addressed. Big Idea 6 standards are as follows:
SC.4.E.6.2: (DOK 2) Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of
minerals in the formation of rocks.
SC.4.E.6.3: (DOK 2) Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
SC.4.E.6.4: (DOK 2) Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion
(movement of rock by gravity, wind, water, and ice).
Sixth Grade:
SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system
SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
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.
SSC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
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.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.
SC.5.E.7.7 Design a family preparedness plan for natural disasters and identify the reasons for having such a plan.
Recursive Standards for Big Idea 7
*These are recursive standards that should be integrated throughout this unit.
SC.5.N.1.1: (DOK 3) 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.
Standards of Instructional Focus
SC.5.E.7.1: (DOK 3) 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. 7.1 and 7.2 can be taught concurrently

identify and/or explain the parts of the water cycle

identify the states of water associated with each part of the water cycle and/or explain the phase changes that occur as water moves from one part of
the water cycle to another
FCAT 2.0 Content Limits

Items will not address or assess transpiration, infiltration, or percolation as processes of the water cycle and items assessing the phases of water are
limited to a water cycle context.

Scenarios referring to the water cycle will not use the term reservoir.
SC.5.E.7.2 (DOK 2) Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and
precipitation processes.
Recognize that the ocean is an important part of the water cycle, providing most of the water that is evaporated from Earth’s surface
Lake County Schools 2015-2016
Recognize that some of the water that evaporates from the ocean into the atmosphere condenses and falls as precipitation over other parts of Earth (i.e., over
land and freshwater bodies)

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
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Engage - identify the states of water (solid water, liquid water, water vapor) present in the water cycle.
Explain - create and label the parts of various models of the water cycle (evaporation, condensation, precipitation, runoff, collection); explain the importance of
oceans in the water cycle (provides most of the water that is evaporated from Earth’s surface and falls as precipitation over land and bodies of water).
Explore - investigate what happens during the water cycle using models; explain the phase changes that occur as water moves from one part of the water cycle to
another (evaporation-liquid water to water vapor, condensation-water vapor to liquid water).
Elaborate - describe the role of the sun in the water cycle.
Evaluate - describe the role of the ocean in the water cycle (connectedness to all of Earth’s bodies of water such as lakes, rivers, streams, ponds via the evaporation
and precipitation processes).
FCAT 2.0 Content Limits

Items will not address or assess transpiration, infiltration, or percolation as processes of the water cycle. Items assessing the phases of water are limited to a cycle in
context.

Scenarios referring to the water cycle will not use the term reservoir.
SC.5.E.7.3 (DOK 2) Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and
time.

identify and/or describe how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation describe weather in a particular place and
time

identify or distinguish the forms of precipitation (rain, snow, sleet, and hail) and their related weather conditions

distinguish weather conditions among different environments

describe the temperature and precipitation of different climate zones as they relate to latitude, elevation, and/or proximity to bodies of water
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Engage - identify the location of major climate zones (polar, tropical, and temperate) on a map and globe.
Explain - describe temperature and precipitation of different climate zones. ; describe how temperature and precipitation relate to latitude (distance from equator);
describe how temperature and precipitation relate to elevation (e.g., mountains and valleys); describe how temperature and precipitation relate to the proximity to
bodies of water
Explore – create a mode to demonstrate features that determine weather
Elaborate – distinguish weather conditions in different environments
Evaluate – check for understanding during discussions and activities
FCAT 2.0 Content Limits

Items assessing weather and climate are limited to conceptual understanding and will not assess the difference between climate and weather. Items will not address
or assess the interpretation of specific characteristics used to forecast weather. Items addressing the types of clouds are limited to cumulus, cirrus, stratus, and
cumulonimbus as they relate to weather but will not require differentiation among these types of clouds. Items assessing climate zones are limited to polar, tropical,
and temperate. Items assessing weather-related differences among different environments may include desert, grassland, rainforest, tundra, and wetland. Items will
not require knowledge of specific geographic locations. Items will not assess fronts. Items may refer to common tools used to measure air temperature, barometric
pressure, humidity, wind speed and direction, and precipitation but will not assess specific knowledge of the tools.

Scenarios may include a weather map with a key explaining weather symbols. Dual thermometers showing degrees Fahrenheit and degrees Celsius must be used if the
scenario requires an illustration of a thermometer. Wind speeds will be shown in miles per hour (mph). The phrase air pressure should be used rather than the phrase
barometric pressure.
Lake County Schools 2015-2016
SC.5.E.7.4 (DOK 3) Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.

Identify or distinguish the forms of precipitation (rain, snow, sleet, and hail) and their related weather conditions (e.g., hail develops) (7.4 and 7.5 can be taught concurrently)

Engage – brainstorm forms of precipitation

Explain – distinguish features of forms of precipitation

Explore – Investigate weather conditions that cause formation of various types of precipitation

Elaborate – this may be taught concurrently with 7.3

Evaluate – check for understanding during discussions and activities
FCAT 2.0 Content Limits:

(See SC.5.E.7.3)
SC.5.E.7.5 (DOK 2) Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.

distinguish weather conditions among different environments (e.g., the weather over a desert is more likely to be dry and hot, and the weather over a swamp is more likely to be warm and
rainy)
FCAT 2.0 Content Limits:

(See SC.5.E.7.3)
SC.5.E.7.6 (DOK 3) Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.

describe the temperature and precipitation of different climate zones as they relate to latitude (polar, temperate, and tropical), elevation (e.g., mountains and valleys), and/or proximity to
bodies of water (e.g., coastal versus inland, ocean currents)

Engage – discussion: Have you ever lived anywhere other than Florida? How was the weather different there?

Explain – locate the equator and tropical, temperate, and polar zones on different maps. Students should equate tropical rainforests with the tropical zone and tundra with the polar zone.
A fun fact to know is that the state of Florida is in the temperate zone. Climate zones within Florida will be further divided as instruction on the topic progresses into middle school.
Explore - research and compare weather and climate conditions in various environments
Elaborate - investigate topographic maps in order to feel how elevation is represented on a map.
Evaluate- research and compare weather and climate conditions in various environments



FCAT 2.0 Content Limits

Items will not assess albedo or Coriolis Effect, specific reference to the term “microclimate”, or knowledge of specific vegetation zones. See SC.5.E.7.3.
SC.5.E.7.7 (DOK 2) Design a family preparedness plan for natural disasters and identify the reasons for having such a plan.

recognize that Florida’s subtropical climate, proximity to the ocean, and geography make it vulnerable to a number of potential natural disaster threats, such as hurricanes, tropical storms,
tornadoes, wildfires, and flooding

describe/design a preparedness plan for a natural disaster, including an evacuation route, emergency food and water storage, first aid kit (bandages, insect repellent, blankets, etc.)
flashlights, batteries, generators, weather radio, etc.





Engage – create flow maps depicting what each student’s family does to prepare for threatening weather
Explain - recognize that Florida’s temperate climate, proximity to the ocean, and geography make it vulnerable to a number of potential natural disaster threats (e.g., hurricanes, tropical
storms, tornadoes, wildfires, flooding).
Explore - design a family preparedness plan for natural disasters.
Elaborate - identify the reasons for having family preparedness plans.
Evaluate - evaluate preparedness plans
FCAT 2.0 Content Limits

Items may not assess specific
Lake County Schools 2015-2016
Textbook Support
*Be selective in choosing content from the textbook resource that meets the full intent
of the focus standard(s). Using only the textbook will NOT cover all areas of the focus
standard.
Inquiry Labs:
“Make a Model of the Water Cycle” p.84
“Separating Salt” p. 92
“Salt Water Density” p. 96





Pearson FL Interactive Science Chapter 3, Lesson 1 and 2
Pearson FL Interactive Science Chapter 4, Lesson 1, 2, 3, and 4
Pearson FL Interactive Science Chapter 4, pg. 108: How can you monitor the
weather?
Pearson FL Interactive Science Chapter 4, pg. 124: What can happen to warm air?
Pearson FL Interactive Science Chapter 4, pgs. 140-141: Where is the hurricane
going?
Differentiated Instruction
Additional Teacher Resources
*The intent of this section is to provide teachers with additional resources to teach to
the full intent of the standard. They are suggested resources, please use professional
discretion to plan your lesson based on your specific classroom needs.
Resources:
*Please preview ALL resources before showing them to your class this will ensure
appropriate content for your particular group of students.
CPalms Lessons:

BL: Leveled reader – “Water on Earth”
OL: Leveled Reader – “Finding Water on Earth”
AL: Leveled Reader – “Exploring Underwater”
Academic Language/Vocabulary
Minerals
Hardness
Color
Luster
Cleavage
Streak color
Rock
Weathering
Renewable
resources
Erosion
Nonrenewable
resources
Water Cycle
Evaporation
Condensation
Precipitation
Hydrosphere
Reservoir
Circulation
Classify
Igneous rock
Sedimentary
rock
Mohr’s Hardness
Scale
Humidity




Metamorphic Soil
rock
Weather
Barometric
pressure
Rain
Snow
Hail
Climate zones
Lake County Schools 2015-2016
Sleet
Latitude




Water Cycle Water
Cycle in a Bag
The Hydrologic Cycle
Water Cycle Game
The Water Cycle - Back
and Forth
The Water Cycle -Back
and Forth (Part 2)
Why Does Rain Fall?
Changes to Land
Looking at Weathering
and Erosion
An Everglades Visit
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are
suggested Higher Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.

What weather related differences are found in different environments?

How do weather conditions influence the type of precipitation?

How can data help us describe the characteristics of different climate zones?

Why do some places have more weathering and erosion than other places?

What conditions determine the weather in a particular place and time?
Lake County Schools 2015-2016
Strategy:
Pearson Chapter 3 Test and
Benchmark Review
(pages 102 - 103, 103 a &b, 104)
Suggested Assessment Strategy
* Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.
Description:
Example:
Chapter 4 Test and Benchmark
Review
(pages 146 - 147, 149 a &b, 150)
5th Grade FCAT 2.0 Science Test
Item Specifications
Multiple Choice and Extended Response
deconstructed standards, benchmark clarifications,
content limits, multiple choice sample questions
Chapter 3 Test
Chapter 3 Benchmark Review
Chapter 4 test
Chapter 4 Benchmark Review
FCAT 2.0 Test Specs
Sample Item SC.4.E.6.2
Dennis cannot scratch a mineral sample with his fingernail, but he observes that
he can scratch the mineral sample with a piece of metal. What physical property
of the mineral sample is Dennis investigating?
A. cleavage
B. hardness
C. luster
D. streak
Sample Item SC.5.E.7.1
A model of the water cycle was made using an aquarium with a glass cover, a
container of ice cubes, water, and a lamp. Which part of the water cycle causes
the water droplets to form on the glass cover?
A. condensation
B. evaporation
C. precipitation
D. runoff
Lake County Schools 2015-2016
Life Science – District Fifth Grade Unit 7
Big Ideas - 15 Diversity and Evolution of Living Organisms
Big Idea -16 Heredity and Reproduction
Big Idea - 17 Interdependence
Big Idea Overview
In this unit, students will learn to differentiate between adaptations displayed by animals and plants that enable them to survive in different environments. They will describe how
plants make their own food and trace the flow of energy through the food chain. Students will learn the basic strategies and behaviors that plants and animals use to survive in a
changing environment.
Essential Question for Big Ideas 15, 16 and 17
How is the survival of living organisms dependent upon physical characteristics?
Learning Goal
Unit 7 Professional Development
*Intended as a resource to build the teacher’s background knowledge for the current unit

Students will understand that plants and animals have different physical
characteristics that allow them to adapt to changing environments.
Teacher Hints:
 See Pearson pp. 360C and 360D for Teacher Background information.
 Don’t overlook the Content Refreshers and ELL Support boxes in the
Pearson Guide. Both contain useful information.
 Students generally come to fifth grade with a lot of background
knowledge about these concepts.
 Evolution can be a hot topic. It should be addressed as in terms of
changes in inheritable traits (i.e. adaptations) over a period of time not
religious vs. scientific theory.
Digital Resources:
Life Science: Evolution
Life Science Energy Flow
Science Misconceptions

When creating food chains or webs, students often struggle with the direction that
the arrows should point. They need to understand that the arrows show where the
energy is going
Lake County Schools 2015-2016
Let’s Activate Students Prior Knowledge

Give each group a picture of a readily identifiable habitat. Challenge each team
to generate a list of living things that would be found in that environment.
Challenge them to include features that allow the organism to survive in that
habitat.
Vertical Progression:
4th Grade: Big Idea 15 is not addressed. Students have learned to compare the seasonal changes in plants and animals and in Florida and other regions. They have identified animals
as consumers and explored the flow of energy in living systems along food chains. Students learned how animals including humans have impacted the environment.
Big Idea 16 is not addressed in 5th grade standards, however it is tested and must be reviewed within this unit
6th Grade: Big Ideas 15, 16 and 17 are not addressed. Students will learn to analyze why organism are classified according to shared characteristics according to the Linnaean system of
classification.
Recursive Standards for Big Idea 15, 16, 17
*These are recursive standards that should be integrated throughout this unit.
SC.5.N.1.1: (DOK 3) 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: (DOK 2) Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.5.N.2.2: (DOK 2) Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
SC.5.N.1.2: (DOK 2) Explain the difference between an experiment and other types of scientific investigation
SC.5.N.1.3: (DOK 2) Recognize and explain the need for repeated experimental trials
SC.5.N.1.4: (DOK2) Identify a control group and explain its importance in an experiment (standard to be taught concurrently with SC.5.N.1.3)
Standards of Instructional Focus
SC.5.L.17.1: (DOK 2) 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.

explain, compare, and/or contrast how adaptations displayed by animals or plants enable them to survive in different environments

describe or explain how animals and/or plants respond to changing seasons

distinguish plant or animal characteristics that are inherited from those that are affected by the environment

identify characteristics of animals that are inherited or distinguish inherited characteristics from those that are shaped by learning

compare the seasonal changes in Florida plants and/or animals to those in other regions of the country

identify ways in which plants and/or animals can impact the environment
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describe how, when the environment changes, differences between organisms allow some plants and animals to survive and reproduce while others die or move to new
locations
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Engage by doing a review of food chains (e.g., sun, grass, rabbit, fox) and the classification of consumers as herbivores, carnivores, or omnivores.
Explain to distinguish between physical and behavioral adaptations displayed by animals and plants and how adaptations displayed by plants and animals enable them to survive in different
environments.
Explore the physical characteristics (e.g., body/stem covering, body fat, leaf shape, body shape, teeth, claws, acute eyesight/hearing) and behaviors (e.g., dormancy, root growth, color change,
climb, hide)
Elaborate on students’ prior knowledge of life cycles by introducing life cycles variations (e.g., complete and incomplete metamorphosis, seasonal dormancy, a seed’s germination following
extreme environmental conditions) Evaluate students’ ability to identify ways an environment changes (e.g., disease, fire, drought, pollution, human intervention, climate, increased predators,
increased competition for food); describe structures and behaviors that plants and animals use in a changing environment, and explain that physical and behavioral adaptations of plants and
animals are used in changing environments to enable some plants and animals to survive and reproduce while others die or move to new locations.
FCAT 2.0 Content Limits

Items referring to the adaptation of organisms to different environments may address but will not assess the different stages of the organism’s life cycle. Items may require knowledge of how
animals living in a particular environment are adapted to survive the seasonal changes in that environment and will not assess renewable or nonrenewable resources.

The term characteristic should be used rather than the term trait
Lake County Schools 2015-2016
SC.4.L.17.3: (DOK 2) Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
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describe or explain how energy is transferred from the Sun through a food chain
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explain that plants make their own food using carbon dioxide, water, and energy from the Sun
 explain that animals obtain energy from the plants and/or animals they eat
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Engage - Study Jams Food Chains
Explain - energy is transferred from the sun through a food chain (flow of energy); plants are producers that make their own food using carbon dioxide, water, and energy
from the sun ; animals are consumers that obtain energy from the plants and/or animals they eat

Explore – identify types of consumers (carnivore, herbivore, omnivore)
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Elaborate – create food webs for different habitats
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Evaluate – evaluate food webs
FCAT 2.0 Content Limits
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Items assessing the flow of energy from the Sun through a food chain are limited to the direction of energy flow. Items will not address or assess the amounts of energy
flowing through the food chain or the efficiency of the energy transfers and will not address or assess cellular respiration or any other cellular process. Items will not address
or assess decomposers. Items will not address or assess food webs, trophic levels, or energy pyramids. Items will not assess more than five components (links) in a food chain.

Scenarios addressing food chains may, but are not required to, include the Sun.
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Scenarios referring to consumers may use the terms carnivore, herbivore, and omnivore
*** Fourth grade standard. Students may need review and re-teaching of all of the concepts in this standard for testing.
SC.5.L.15.1: Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new
locations.
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describe some of the basic strategies and behaviors that plants and animals use to survive in a changing environment, which may include (but is not limited to):
increased competition for food
increased predators
disease
climate change
pollution
drought
recognize that individuals of the same kind of plant or animal can have different physical or behavioral characteristics that can help them survive when an environment
changes (e.g., Peppered moths: Compared to light speckled individuals, dark-colored peppered moths better avoided predation from birds when industrial soot covered tree
trunks during the late nineteenth century)
Engage – show side by side pictures of a snowshoe hare in summer and winter. Ask students to explain how and why the animals are different before telling them that they
are pictures of the same animal.
Explain – discuss ways that an environment can change
Explore – investigate strategies and behaviors that allow animals to survive in a changing environment
Elaborate – hypothesize about reasons that animals may have become extinct
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Evaluate – students will write to explain how animals survive in a changing environment
FCAT 2.0 Content Limits
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Items should focus on plants and animals common in Florida. Items may not include references to genetic terms such as trait, phenotype, genotype, genes, or mutation.
Items may allude to but not specifically include the following terms or phrases: adaptation, survival of the fittest, natural selection, theory of evolution, resistance, or
extinction.
Lake County Schools 2015-2016
SC. 4 L. 16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.
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Offspring of plants and animals are similar to, but not exactly like, their parents or each other
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Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms.
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Engage - identify similarities and differences in family pictures
Explain – compare plants and animals to their offspring
Explore – investigate life cycles of animals
Elaborate – investigate life cycles of plants
Evaluate – students could create a Venn Diagram or Double Bubble to compare/ contrast how offspring or plants and animals are related to their parents
FCAT 2.0 Content Limits
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Items will only assess the life cycles of plants and animals commonly found in Florida.
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Items assessing the life cycles of insects are limited to egg, larva, pupa, and adult (complete metamorphosis) or egg, nymph, and adult (incomplete metamorphosis).
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Items assessing the life cycles of flowering and nonflowering plants are limited to seed, seedling, and other stages of plant development.
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Items assessing the life cycles of animals are limited to egg, embryo, infant, adolescent, and adult stages.
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Items will not assess the major stages of the human life cycle.
*** Fourth grade standard. Students may need review and re-teaching of all of the concepts in this standard for testing.
.
Lake County Schools 2015-2016
Opportunity for Cross-Curricular Connections
*This section is intended to provide resources for Science integration into other areas of instruction.
Literacy Connections:
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Wonders FL Reading/Writing Workshop pgs. 334-347: “Forests on Fire ”
Wonders FL Literature Anthology pgs. 468-485
Writing/Thinking Map/Graphic Organizer Connections:
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My Science Journal
After reading the “Food Chain” create a Flow Map or a sequencing organizer that traces the flow of energy when one organisms consumes another using general academic and
domain-specific words and phrases.
After reading “Forests on Fire” write a constructed response in which you describe how, when the environment changes, differences between organisms allow some plants and
animals to survive and reproduce while others die or move to new locations. Support your response with evidence from the text.
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STEM Connection(s):
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Pearson STEM Activity Book (also available online Pearson SuccessNet >Other Resources >Downloads >Program Resources >STEM Activities
o Let There be Greener Light
o Come in out of Nature
o Packing Green In
Lake County Schools 2015-2016
Textbook Support
Additional Teacher Resources
*Be selective in choosing content from the textbook resource that meets the full
intent of the focus standard(s). Using only the textbook will NOT cover all areas of
the focus standard.
Caution: the textbook does not teach or test all of the standards in this unit
*The intent of this section is to provide teachers with additional resources to teach to the full intent of
the standard. They are suggested resources, please use professional discretion to plan your lesson
based on your specific classroom needs.
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Pearson: Florida Interactive Science
Pearson FL Interactive Science Chapter 9, Lesson1, 2, and 3
Pearson FL Interactive Science Chapter 9, pg. 372: How can plants
survive in the desert?
Pearson FL Interactive Science Chapter 9, pg. 378: Which bird beak
can crush seeds?
Pearson FL Interactive Science Chapter 9, pgs. 384-385: What leaf
shape helps leaves stay dry?
Differentiated Instruction
BL: Leveled Reader “Diversity”
OL: Leveled Reader “Changing Ecosystems”
AL: Leveled Reader “Our Changing World”
Resources:
*Please preview ALL resources before showing them to your class this will ensure appropriate content
for your particular group of students.
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Link to Webb’s DOK Guide
Link to Scale
Adaptations Activity PowerPoint
Food Chain Article
Birds and Their Beaks Article
Hiding in Plain Sight Activity
Growing from Green Passage and Questions
The Ecosystem of the Forest Passage and Questions
Web of Life Activity
Cicada Invasion Activity
What’s My Role Activity
Dramatic Food Chains Activity
Sell This Habitat Opinion Writing
AIMS Life Science lessons
Academic Language/Vocabulary
Adaptations
Producers
Behavior
population
Carnivore
characteristics
Food chain
Environment
Consumers
Community
Predator
Omnivore
Inherited
Endangered species
Variations
Competition
Organism
Prey
Herbivore
Transfer
Extinct species
Planimals, p. 243
Salt Water Survival, p. 259
Life Cycle Adaptations, p. 283
Table Manners, p. 315
Saguaro Study, p. 347
Beat the Heat, p. 357
Environmental Adaptations, p. 370
Safari Montage Videos
Plant and Animal Adaptations
All About Plant Pollination: Fruit, Flowers, and Seeds
CPalms Lessons
It’s All Happening At the Zoo
Cicada Invasion
Part 1: Pond Life
Exploring Habitats!
Exploring Adaptations!
Arctic Animals & A Changing Climate
What’s New At The Zoo? An Engineering Design Project
Panther Protection101
Interplanetary Zoo
Preying On Beans
Survival of the Fittest
Seed Starters
I Will Survive! An Engineering Design Project
Lake County Schools 2015-2016
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher
Order Questions, please use professional discretion to plan your lesson based on your specific classroom needs.
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Why do some organisms survive when the environment changes while some do not?
What are some characteristics that allow plants and animals to survive when their environment changes?
How is energy transferred from the Sun through a food chain?
How do plants make their own food?
Lake County Schools 2015-2016
Suggested Assessment Strategy
* Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.
Strategy:
Description:
Example:
Pearson Chapter 9 Test and Benchmark Review
(pages 390, 391 a &b, 392)
Multiple Choice and Extended Response
Chapter 9 Test
deconstructed standards, benchmark clarifications,
content limits, multiple choice sample questions
FCAT 2.0 Test Specs
Students will write to explain their understanding of
unit concepts.
You have been hired by the Central Florida Zoo to design a new
enclosure for their facility. You will write a proposal that includes the
following items:
 Identify the animal that will be displayed.
 Explain specific characteristics that can be affected by the
environment. Specify the animal’s dietary needs,
considering the flow of energy along the food chain.
 Describe how changes and features in the environment will
allow the animals to survive and reproduce, not die or move
to new locations.
 Compare and contrast adaptations displayed by the animal
that enables it to survive in the environment you are
proposing.
Caution: the textbook does not teach or test all of the
standards in this unit
5th Grade FCAT 2.0 Science Test Item Specifications
Expository Writing
Lake County Schools 2015-2016
Life Science – District Fifth Grade Unit 8
Big Idea 14 Organization and Development of Living Organisms
Big Idea Overview
In this unit, students learn specific human body organs and functions. Students will also identify the different body systems and understand how they work together. They will compare
and contrast plant and animal structures and functions including humans. Students will review plant structure and function as they relate each structure to the role it plays within the
plant. Students will describe the process of sexual reproduction in flowering plants and compare and contrast the major life cycles of plants and animals including those that undergo
incomplete and complete metamorphosis and flowering and nonflowering seed-bearing plants.
Essential Question for Big Idea 14
How do living organisms carry out various functions and function as a system?
Learning Goal
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Students will understand how plant and animal characteristics enable them to
grow and reproduce.
Students will learn how the parts of the body work together like a system
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Science Misconceptions
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Many students picture lungs as hollow pouches, like balloons.
Bones are not dead, even though a person stops growing.
Although all animals have senses, all senses are not created equal. Some
animals have some senses that are much better than humans’.
Unit 8 Professional Development
*Intended as a resource to build the teacher’s background knowledge for the current unit
Teacher Hints:
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Review Chapter 8 teacher background Pearson TE 306 c and d.
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Check out the Content Refreshers in the Pearson TE.
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Diagrams of the reproductive organs will not be used on FCAT or the district
assessment.
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Students will NOT need to match body structures with their body system, but will
need to identify the organs and the functions of the following organs: brain, lungs,
stomach, liver, large intestine, small intestine, pancreas, muscle, skeleton, testes,
ovaries, kidneys, bladder, and sensory organs.
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Students do NOT need to know the names of the bones or muscles, but will need to
know the functions of the skeleton and muscles.
Digital Resources:
The Human Body
Vertical Progression:
4th Grade: Big Idea 14 is not addressed. Students learned in third grade the structure of plants and their role in food production, support, water and nutrient transport, and
reproduction. They also learned that plants respond to stimuli.
6th Grade: Students will learn the patterns of hierarchy in organisms along with the scientific theory of cells. They will learn the process of homeostasis as it relates to cellular processes
necessary for life. Major organelles in cells will be introduced and studied by students. Students will learn the types of infectious agents that infect the human body as they learn the
general functions of the major body systems.
Lake County Schools 2015-2016
Recursive Standards for Big Idea 14
*This is a recursive standard that should be integrated though all standards for this unit.
SC.5.N.1.1: (DOK 3) 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: (DOK 2) Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.5.N.2.2: (DOK 2) Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
SC.5.N.1.2: (DOK 2) Explain the difference between an experiment and other types of scientific investigation
SC.5.N.1.3: (DOK 2) Recognize and explain the need for repeated experimental trials
SC.5.N.1.4: (DOK2) Identify a control group and explain its importance in an experiment (standard to be taught concurrently with SC.5.N.1.3)
Standards of Instructional Focus
SC.5.L.14.1: (DOK 2) Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory
organs.
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identify organs in the human body and/or describe their functions
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Engage – Review parts of a plant and the function of each part (i.e. the roots suck up water, the stem supports the plant…)
Explore – What parts of your body do those jobs (mouth, bones/ skeleton)
Explain - identify the organs in the human body: brain, heart, lungs, stomach, liver, small intestine, large intestine, pancreas, muscles, skeleton, kidneys, bladder, and reproductive organs (ovaries,
testes), sensory organs (eyes, ears, nose, tongue, and skin).
Elaborate describe the functions of the body parts mentioned above (e.g., stomach breaks down food into nutrients, pancreas produces chemicals that aid in digestion, liver cleans blood by
removing toxins).
Evaluate – assess student products from previous two steps
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FCAT 2.0 Content Limits
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Items will not assess human body systems. Items will not require specific knowledge of the parts of organs. Items referring to the intestines may assess the small intestines and/or the large
intestines. Items will not require the memorization of the names of muscles or bones. Items referring to muscles will only assess the function of muscles as a group.
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Diagrams of the reproductive organs will not be used.
SC.5.L.14.2: (DOK 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.
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compare and/or contrast the function of organs and/or other physical structures of plants and/or animals
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classify animals into major groups according to their physical characteristics and behaviors
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classify flowering and/or nonflowering plants into major groups according to their physical characteristics.
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Engage – do STEM Connection activity, creating body systems from trash
Explore – compare plant structures to the parts of the body system models
Explain – identify similarities and differences between plants and animals
Elaborate Evaluate – evaluate connection activity and comparison chart
FCAT 2.0 Content Limits
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Items will not require the classification of animals beyond the initial invertebrates grouping. Items referring to classification of vertebrates will only assess general physical characteristics and/or
behaviors of mammals, birds, reptiles, amphibians, and fish. Items addressing and/or assessing the functions of organs or the comparison of physical structures are limited to the brain, heart,
lungs, gills, stomach, liver, intestines, pancreas, muscles, bones, exoskeleton, testes, ovaries, kidneys, bladder, skin or body covering, eyes, ears, nose, and tongue. Items referring to the functions
of plant structures are limited to flower, fruit, leaf, root, stem, seed, and spore. Items addressing the comparison of the structure and/or function of plants and animals are limited to skin
compared to plant covering, skeleton compared to stem, and reproductive organs compared to flower. Items will not require specific knowledge of the parts of organs.
Lake County Schools 2015-2016
Opportunity for Cross-Curricular Connections
*This section is intended to provide resources for Science integration into other areas of instruction.
Literacy Connections:
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Comprehension Passage – none
Magic School Bus Inside the Human Body
Writing/Thinking Map/Graphic Organizer Connections:
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My Science Journal
After performing the “Systems of the Human Body Activity” write an extended response identifying the organs of the body and describing their functions. Support your
discussion with evidence from the activity.
Write a brief paragraph explaining how the function of a plant’s vascular system similar to the function of your arteries. Contrast the differences.
STEM Connection(s):
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Pearson STEM Activity Book (also available online Pearson SuccessNet >Other Resources >Downloads >Program Resources >STEM Activities
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Use “trash” and classroom supplies to construct a model of a body system. Label the parts of each.
Lake County Schools 2015-2016
Textbook Support
Additional Teacher Resources
*Be selective in choosing content from the textbook resource that meets the full
intent of the focus standard(s). Using only the textbook will NOT cover all areas of
the focus standard.
*The intent of this section is to provide teachers with additional resources to teach to the full intent of
the standard. They are suggested resources, please use professional discretion to plan your lesson
based on your specific classroom needs.


Pearson FL Interactive Science Chapter 8, Lesson 1, 2, 3, 4, 5, and 6
Pearson FL Interactive Science Chapter 8, pg. 308: How do parts of
the body work together like a system?
Resources:
*Please preview ALL resources before showing them to your class this will ensure appropriate content
for your particular group of students.
Supporting & Additional Resources:
Differentiated Instruction
BL: Leveled Reader – “Structure and Function”
OL: Leveled Reader – “The Human Body”
AL: Leveled Reader – “Let’s Stay Healthy”
Academic Language/Vocabulary
Ovary
Skin
Kidney
Heart
Lungs
Bladder
egg
Sensory organs
Liver
stomach
intestine
Lake County Schools 2015-2016
Brain
Reproductive organs
Sperm
Pancreas
Skeleton
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Link to Webb’s DOK Guide
Link to Scale
Systems of the Human Body Activity
Parts of a Plant - Dissection and Diagraming
All Systems are a Go Game
Are We Like Robots
Bugs Food for the Future
Plant Parts and Life Cycles Activity
Cicadas No Ordinary Bugs Passage and Questions
Classifying Animals Article
Safari Montage Video
Eyewitness: Human Machine (Bodyzone)
Higher Order Questions Link to Webb’s DOK Guide
*Question should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit. The following are suggested Higher Order
Questions, please use professional discretion to plan your lesson based on your specific classroom needs.
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How do the major organs help the human body?
What are the functions of the major human body organs? How are they alike? How are they different?
How do human body organs work together?
How are the major life cycles of Florida plants and animals alike and different?
Suggested Assessment Strategy
* Strategy may be used as a tool to observe progress toward mastery of standard(s) taught in this unit.
Strategy:
Description:
Pearson Chapter 8 test and Florida Benchmark review
Multiple choice and extended response
Example:
pp. 357 a and b, 358
STEM Connection Trash Model
5th FCAT 2.0 Test Specifications
5th Grade FCAT 2.0 Test Specs
Deconstructed standards, benchmark
clarifications, content limits, multiple choice
Sample Item 21 SC.5.L.1SC.5.L. 14.1 Organs in the human body carry out different functions. Which
sample questions
human organ breaks down food so that it can be used by the human
body?
A. bladder
B. heart
C. kidneys
D. stomach
Lake County Schools 2015-2016
FCAT Review – District Fifth Grade Unit 9
Big Idea Overview
In this unit, students will review previous and current standards to review for their FCAT.
Science Misconceptions
Unit 9 Professional Development
*Intended as a resource to build the teacher’s background knowledge for the current unit
Scholastic Article
Earth Science
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Rocks do not change.
Weathering and erosion is essentially the same thing. The two words can be used
interchangeably.
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Erosion happens quickly.
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Erosion is always bad.
Environmental - Renewable/Non-renewable energy sources
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Life Cycle
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Renewable resources never produce any pollution when we use them.
Alternative energy sources will replace non-renewable energy sources now and
completely.
Renewable resources are always cheaper than non-renewable energy sources.
Grass, trees, and other plants die in the winter and are born in the spring.
Plant “food” is a misnomer because mineral nutrients are not really food for
plants. “Fertilizer” is the correct term.
Plants photosynthesize during the day and conduct cellular respiration only at
night.
Some teaching literature even states this. Cellular respiration occurs continuously
in plants, not just at night
Lake County Schools 2015-2016
5th Grade FCAT 2.0 Test Specs
Annenberg Learner
Academic Vocabulary
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Galaxy
Milky Way Galaxy
Solar system
Space
Sun
Vacuum
Season
Supernatural
Axis
Moon
Telescope
Fertilization
Pollination
Complete metamorphosis
Incomplete metamorphosis
Organism
Life cycle
Heredity
Pollen
Reproduction
Sexual reproduction
Offspring
Consumers
Germination
Gravity
Producers
Space probe
Decomposers
Food chain
Environment
Pollution
Recycling
Earth Science
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Rocks and Minerals (SC.4.E.6.1, SC.4.E.6.2)
o physical properties of common earth-forming minerals (hardness, color, luster, cleavage, and streak color)
o role of minerals in the formation of rocks
o three categories of rocks (igneous formed from molten rock; sedimentary pieces of other rocks/sediment cemented together and
fossilized organisms; metamorphic formed from heat and pressure)
Rock Resource
FCAT 2.0 Content Limits:
o Items addressing common minerals are limited to quartz, feldspar, mica, calcite, talc, pyrite, and graphite.
Renewable and Nonrenewable Resources (SC.4.E.6.3, SC.4.E.6.6)
 renewable and nonrenewable resources found on Earth
 natural resources found in Florida (water, phosphate, oil, limestone, silica, wind, and solar energy)
 Energy Video
 FCAT 2.0 Content Limits:
o Items addressing common minerals are limited to quartz, feldspar, mica, calcite, talc, pyrite, and graphite.
Weathering and Erosion (SC.4.E.6.4)
 process of physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants)
 process of erosion (movement of rock by gravity, wind, water, and ice)
 Identifying Minerals
 FCAT 2.0 Content Limits:
o Items may address but will not assess specific landforms resulting from physical weathering and erosion.
Heat Loss/Heat Gain (SC.3.E.6.1)
 the energy from the sun can heat objects (gain heat) and when the sun is not present, heat may be lost (lose heat).
 the sun’s presence, visible or not visible, will impact objects (e.g., size, shape, state, color, temperature).
Lake County Schools 2015-2016
Physical Science
Volume and Water Displacement (SC.3.P.8.2)
 measure volume of solids by calculating the amount of water displaced in a container (graduated cylinder)
 used for both regular and irregular shapes (wooden cube, shell, rock, coin, marble, dice)
Heat Flow (SC.4.P.11.1)
 heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
Life Science

Plants (SC.3.L.14.1, SC.3.L.14.2, SC.4.L.16.1)
o plant structures and their functions (food production, support, water/nutrient absorption and transportation, and reproduction)
o plants’ responses to stimuli (heat, light, and gravity)
o reproduction of flowering (seeds) and nonflowering plants such as moss and ferns (spores)
o parts of a flower (e.g., stamen, pistil, ovary, petals, pollen/sperm, eggs)
o germination, pollination, fertilization, seed dispersal
Plant and Animal Classification (SC.3.L.15.1, SC.3.L.15.2)
 classification of flowering and non-flowering plants into major groups (those who produce seeds and those who produce spores)
 classification of animals into vertebrates (fish, mammals, birds, reptiles, amphibians) and invertebrates (only arthropods) according to physical
characteristics and behaviors (e.g., those which give live birth vs. those which lay eggs, cold-blooded vs. warm-blooded, lungs vs. gills)
Heredity (SC.4.L.16.2, SC.4.L.16.3)
 characteristics (traits) of plants are inherited by offspring from parents (e.g., type of plant, color of flower, leaf shape, size)
 characteristics (traits) of animals are inherited by offspring from parents (e.g., freckles, height, dimples, eye color)
 characteristics (traits) of animals are learned/acquired by the environment (e.g., hair color and length, playing an instrument, reading)
 examples of animal behaviors may be shaped by heredity or learning
o instinctive behaviors: hibernation, migration, hunting, protecting young
o learned behaviors: using tools, language, hunting, playing sports, writing
Lake County Schools 2015-2016
Plant and Animal Life Cycles (SC.4.L.16.4)
 life cycle of flowering and non-flowering plants (seed, seedling, mature adult, reproduction)
 life cycle of insects that go through complete metamorphosis/4-stages (egg, larva, pupa, adult)
 life cycle of insects that go through incomplete metamorphosis/3-stages (egg, nymph, adult)
 life cycle of animals (egg, embryo, infant, adolescent, adult)
 Teacher Resource
 FCAT 2.0 Content Limits:
o Items will only assess the life cycles of plants and animals commonly found in Florida.
o Items assessing the life cycles of insects are limited to egg, larva, pupa, and adult (complete metamorphosis) or egg, nymph, and adult
(incomplete metamorphosis).
o Items assessing the life cycles of flowering and nonflowering plants are limited to seed, seedling, and other stages of plant development.
o Items assessing the life cycles of animals are limited to egg, embryo, infant, adolescent, and adult stages.
o Items will not asses the human life cycle.
Seasonal Changes (SC.3.L.17.1, SC.4.L.17.1)
 animals respond (are adapted) to changing seasons (e.g., clothing, hibernation, migration, shedding, birth, color change)
 seasonal changes (e.g., dormancy, leaves changing color and falling) in Florida plants compared to those in other regions of the country
 seasonal changes (e.g., color change, body covering change, hibernation, migration) in Florida animals compared to those in other regions of the
country
Life’s Energy (SC.3.L.17.2, SC.4.L.17.2, SC.4.L.17.3)
 energy is transferred from the sun through a food chain (flow of energy)
 plants are producers that make their own food using carbon dioxide, water, and energy from the sun
 animals are consumers that obtain energy from the plants and/or animals they eat
 types of consumers (carnivore, herbivore, omnivore)
 Food Webs
 FCAT 2.0 Content Limits:
o Items will not address or assess food webs, trophic levels, or energy pyramids.
o Items will not assess more than five components (links) in a food chain.
o Items assessing the flow of energy from the Sun through a food chain are limited to the direction of energy flow.
o Items will not address or assess the amounts of energy flowing through the food chain or the efficiency of the energy transfers.
Lake County Schools 2015-2016
Lake County Schools 2015-2016