Casey County Schools- 5th Grade Science Curriculum Map
5th Structure and Properties of Matter
Weeks
/Dates
th
Jan. 20 Feb.
26th
Performance
Expectation
5-PS1-1.
Develop a model to
describe that matter is
made of particles too
small to be seen.
5-PS1-2.
Measure and graph
quantities to provide
evidence that
regardless of the type of
change that occurs
when heating, cooling,
or mixing substances,
the total weight of
matter is conserved.
June 2015
I Can Statements
I can define and give
examples of matter.
I can explain that matter is
made of particles too small to
be seen. (ex. Gas, water)
I can describe how particles
are arranged in different
states of matter.
I can develop models to show
how matter is made of
particles that cannot be seen.
I can make inferences about
matter, particles from models
and observations.
I can explain observations
about matter using models.
I can define matter as a term
that applies to all of the stuff
around us and it is made of
particles that are too small to
see.
I can distinguish between
Soluble and Insoluble
solutions.
I can provide examples of
states of matter: solid,
liquid, gas.
I can conduct measuring with
standard units to describe
physical quantities such as
Lesson Ideas
Combine materials and observe for
chemical or physical changes.
Using pan balance, have students
determine the mass of individual
components or ingredients, then all
components or ingredients when
combined.
Critical Vocabulary
Resources
Particles
Model
Solid
Liquid
Gas
Reaction
Action
Dissolve
Evaporate
Condensate
NGSS Grade 5- Matter and Its
Interactions Assessment.
Soluble
Conductivity
Matter
Properties
Structure
Expand
Compress
Substance
Materials
Reflective
Magnetic forces
Solubility
NGSS Grade 5- Matter and Its
Interactions Assessment.
Chapter 14 of Harcourt Science
Text (Instant Labs)
Page 1
Casey County Schools- 5th Grade Science Curriculum Map
weight, time, temperature,
and volume.
I can support regardless of
the type of changes that
occurs when heating, cooling,
or mixing substances, the
total weight of matter is
conserved.
I can determine that
sometimes when two
substances are mixed, each
of the substances keeps its
original properties and
sometimes a new substance
is formed.
I can prepare a graph based
on the weights of matter
before and after being
heated, cooled, or mixed.
I can convert among
different-sized standard
measurement units with a
given measurement system.
I can use appropriate tools:
scales, thermometer, and
clock.
I can demonstrate actions:
heating, cooling, or mixing
substances.
I can demonstrate reactions:
phase changes, dissolving,
and mixing that forms new
substances.
June 2015
Page 2
Casey County Schools- 5th Grade Science Curriculum Map
5-PS1-3.
Make observations and
measurements to
identify materials based
on their properties.
I can define physical
properties of matter.
I can identify matter as solid,
liquid & gas.
I can observe water and
other matter using one or
more physical properties.
I can take measurements
about physical properties of
matter including conduction,
response to magnetic forces,
and solubility.
I can use observations and
measurements to identify an
unknown material based on
its physical properties.
Use a chart to record observations
when mixing materials.
5-PS1-4.
Conduct an
investigation to
determine whether the
mixing of two or more
substances results in
new substances.
I can define properties,
substances.
I can determine whether a
new substance is made by
mixing two or more
substances.
I can investigate substances.
Combine materials and observe
for chemical or physical changes.
Picture Perfect Science: Chemical
Change Café
Use a chart to record
observations when mixing
materials.
NGSS Grade 5- Matter and Its
Interactions Assessment.
June 2015
NGSS Grade 5- Matter and Its
Interactions Assessment.
Use iPad microscope to observe
materials and identify properties.
Page 3
Casey County Schools- 5th Grade Science Curriculum Map
5th Matter and Energy in Organisms and Ecosystems
Weeks
/Dates
/Unit
Feb.
29th –
Apr.
29th
Performance
Expectation
I Can Statements
5-PS3-1.
Use models to describe
that energy in animals’
food (used for body
repair, growth, motion,
and to maintain body
warmth) was once
energy from the sun.
5-LS1-1.
Support an argument
that plants get the
materials they need for
growth chiefly from air
and water.
I can use models to show that
energy from the sun is the
same energy used for animal
food.
I can define photosynthesis.
Illustrate food chains and food webs,
tracing the path of energy back to the
original source – the sun.
Photosynthesis
Decomposers
Ecosystem
Organism
Food chain
Food web
Energy
Germinate
I can support an argument
that plants get the materials
they need for growth chiefly
from the air and water.
Have students complete an
investigation by germinating seeds
without the use of soil.
5-LS2-1.
Develop a model to
describe the movement
of matter among plants,
animals, decomposers,
and the environment.
I can develop a model to
describe the movement of
matter among plants,
animals, decomposers, and
the environment.
Illustrate food chains and food webs.
Consumer
Producer
Environment
Adaptation
Herbivore
Carnivore
Omnivore
Habitat
Predator
Prey
June 2015
Lesson Ideas
Critical
Vocabulary
Resources
Chapter3, 5 and 6 of Harcourt Science Text
Build a model ecosystem using plastic
shoeboxes.
Pieces of blank paper to create a science
journal to record changes in their ecosystem
daily.
Page 4
Casey County Schools- 5th Grade Science Curriculum Map
5th Earth’s System
Weeks
/Dates
/Unit
August
5-Oct. 1
Performance
Expectation
I Can Statements
Lesson Ideas
5-ESS2-1.
Develop a model using
an example to describe
ways the geosphere,
biosphere,
hydrosphere, and/or
atmosphere interact.
5-ESS2-2.
Describe and graph the
amounts and
percentages of water
and fresh water in
various reservoirs to
provide
evidence about the
distribution of water on
Earth.
5-ESS3-1.
Obtain and combine
information about ways
individual communities
use science ideas to
protect the Earth’s
resources and
environment.
I can develop a model using
an example to describe ways
the geosphere, biosphere,
hydrosphere, and/or
atmosphere interact.
After investigating each of the areas of
Earth, have students create a model of
each area identifying how each area
affects the others.
Atmosphere
Geosphere
Hydrosphere
Biosphere
Reservoir
Distribution
Evidence
I can describe and graph the
amounts and percentages of
water and fresh water in
various reservoirs to provide
evidence about the
distribution of water on
Earth.
Use online resources to create a chart
of water amounts in different bodies of
water. Using this information, students
can create a graph, comparing
different bodies of water.
Axis
Resources
Environment
Evaporation
Condensation
Precipitation
Wetlands
Climate
Glaciers
Weathering
I can obtain and combine
information about ways
individual communities use
science ideas to protect the
Earth’s resources and
environment.
Integrate art or drama by having
students create a poster, brochure,
public announcement, or play
encouraging others in the community
to protect the Earth’s resources.
Erosion
Recycling
Reuse
Reduce
Renewable
resources
Nonrenewable
resources
June 2015
Critical
Vocabulary
Resources
http://www.geography4kids.com/files/land_intr
o.html
Chapter 9, 10, and 11 of Harcourt Science
Text
PRIDE Presentation
Picture Perfect Science: Reduce, Reuse,
Recycle
Page 5
Casey County Schools- 5th Grade Science Curriculum Map
5th Space Systems: Stars and the Solar System
Weeks
/Dates
/Unit
Oct. 12th
Jan.
15th
Performance
Expectation
I Can Statements
5-PS2-1.
Support an argument
that the gravitational
force exerted by Earth
on objects is directed
down.
5-ESS1-1.
Support an argument
that the apparent
brightness of the sun
and stars is due to their
relative distances from
Earth.
5-ESS1-2.
Represent data in
graphical displays to
reveal patterns of daily
changes in length and
direction of shadows,
day and night, and the
seasonal appearance of
some stars in the night
sky.
I can support an argument that
the gravitational force exerted
by Earth on objects is directed
down.
Gravitational force
Exertion
Relative distance
Tides
Axis
Seasons
I can support an argument
that the apparent brightness
of the sun and stars is due to
their relative distances from
Earth.
Poles
Gravity
Constellations
Eclipse
Immense
Moon phases
June 2015
I can represent data in
graphical displays to reveal
patterns of daily changes in
length and direction of
shadows, day and night, and
the seasonal appearance of
some stars in the night sky.
Lesson Ideas
Have students complete an
investigation of the changes in size
and direction of shadows throughout
the day. Obtain information regarding
sunrise and sunset times for a given
period; use the information to create a
graph showing the difference in the
amount of time in the day and night
Critical
Vocabulary
Resources
Chapter 12 and 13 of Harcourt Science Text
Picture Perfect Science: Sunset and Shadows
Page 6
Casey County Schools- 5th Grade Science Curriculum Map
3-5 Engineering Design
Weeks
/Dates
/Unit
Embedd
ed
through
out the
year
Performance
Expectation
3-5-ETS1-1.
Define a simple design
problem reflecting a
need or a want that
includes specified
criteria for success and
constraints on
materials, time, or cost.
3-5-ETS1-2.
Generate and compare
multiple possible
solutions to a problem
based on how well each
is likely to meet the
criteria and constraints
of the problem.
3-5-ETS1-3.
Plan and carry out fair
tests in which variables
are controlled and
failure points are
considered to identify
aspects of a model or
prototype that can be
improved.
June 2015
I Can Statements
Lesson Ideas
I can define a simple design
problem.
I can compare needs and
wants.
I can define Criteria for
success and constraints on
materials, time, or cost.
Have students generate ideas for
creating a better notebook/binder.
I can generate multiple
solutions to a problem.
I can compare multiple
solutions to a problem.
Have students create a drawing of the
binder, along with all storage
compartments and closures.
I can test possible
solutions/outcomes.
I can present/publish my
designed product through
PPt, article, display board,
etc.
Using student designs create models
to be tested.
Have students compare the
strengths/weaknesses of each model,
and decide which model would work
the best.
Critical
Vocabulary
Criteria
Constraints
Generate
Prototype/model
Variables
Design
Construct
Solution
Resources
Egg Drop
Alternative Energy Source – built windmills.
Paper Airplane design.
Lego engineering (matter).
Bridge building.
Discovery Ed – engineering videos.
Picture Perfect Science: If I Built a Car
Picture Perfect Science: Brainstorms: From
Idea to Invention
Page 7