A Correlation of
to the
Palm Beach County
Elementary Curriculum Guidelines for Science
(Sunshine State Standards)
Grade Five
T/S-45_G5
Introduction
This document demonstrates how Scott Foresman
Science meets the Palm Beach County Elementary
Curriculum Guidelines for Science (Sunshine State
Standards). Page references are to the Teacher’s
Edition or to the ancillary. Scott Foresman Reading
selections that support the Palm Beach County
guidelines are also cited.
Pearson Scott Foresman is proud to introduce our all
new Scott Foresman Science, Kindergarten through
Grade Six. Extensive research and analysis is the
foundation for Scott Foresman Science and guides the
instructional design.
Scaffolded Inquiry
Scott Foresman Science is built on three levels of
inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry.
All three levels engage students in activities that build a
strong science foundation and help them develop a full
understanding of the inquiry process.
How to Read Science
Powerful connections between reading skills and science
process skills in every chapter advance science literacy
for all students.
Differentiated Instruction
Leveled Readers for every Student Edition chapter teach
the same science concepts, vocabulary, and reading
skills — at each student’s reading level.
Time-Saving Strategies
Time-saving strategies are built right into the Teacher’s
Edition that will save the teacher hours of time in lesson
preparation.
 Quick Teaching Plans cover the standards even
when class time is short.
 Everything needed for each activity comes in its
own chapter bag. With the Activity Placemat and
Tray, activity setup takes only 30 seconds.
 Premade Bilingual Bulletin Board Kits save time by
creating attractive bulletin boards quickly and
easily.
Technology
Scott Foresman Science brings teaching and learning
together in one convenient spot—the computer. From
sfsuccessnet.com to educational CDs and DVDs, this
program provides a variety of interactive tools to help
support, extend, and enrich classroom instruction.
The Online Teacher’s Edition provides access to the
same printed content, so the teacher can plan lessons
with the customizable Lesson Planner from home or
school computers. The Online Student Edition allows
students, teachers, and parents to access the content of
the textbook from computers at school or at home.
STRAND A: THE NATURE OF MATTER
GRADE 5: STANDARD 1. The student understands that all matter has observable, measurable properties.
REPORT CARD S1. Understands that all matter has observable, measurable properties.
BENCHMARK SC.A.1.2.1 The student determines that the properties of materials can be compared and measured. (AA: MC)
ESSENTIAL QUESTIONS
? How can the mass of an object be determined? The mass of an object can be found by weighing the object in grams or kilograms using a
balance or spring scale.
? How do you find the volume of a regular-shaped object? The volume of a regular-shaped object can be found by measuring its length, width,
and height in centimeters or meters and then multiplying all three measures. The unit of volume is ‘cubic’ centimeters (cc or cm3) or cubic
meters (m3).
? What is density and how is it determined? Density compares the mass (amount of matter) per volume (amount of space) in an object. The
density of different elements (pure substances) is unique. Density is calculated by dividing the mass of an object by its volume. The quotient
is a ratio (fraction) of mass per volume.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student uses metric tools to determine the
mass, volume, and density of materials.
1. Student identifies matter as anything that has mass and
volume (taking up space.)
2. Student investigates the mass of similar materials using
a metric scale to conclude that an object’s physical
properties remain constant and can be used to identify
it.
3. Student measures then calculates volume of regularshaped solids (v = l x w x h).
4. Student demonstrates how to determine the volume of
an irregular-shaped solid by calculating the difference
in volume of the water it displaces.
5. Student compares and contrasts the density of liquids
and solids using a density column.*
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
80-81
Guided
Inquiry
Chapter 7
Directed
Inquiry
196
Chapter 11
Directed
Inquiry
337D
Chapter 11
Directed
Inquiry
340
1
Scott Foresman
Science
Assessments
Examview 57C,
57H, 84, 193C,
193H, 220, 337C,
337H, 366
FCAT Science
Test Prep
Ancillary 73, 74,
76, 104, 140
Assessment
Book Chapter 11
Test, 69-72; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Activity Flip
Chart 337E
Lab Zone
Science 57D,
80, 193D, 196,
337D, 340
Leveled
Readers 193A,
337A
Every Student
Learns 346
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Study
Ancillary 86, 87
Take It to the
Net 80, 193,
196, 337, 340
Quick Activity
Transparencies
342
FCAT
Benchmark
Mini-Lesson
Ancillary 37, 43
2
SF Reading
STRAND A: THE NATURE OF MATTER
GRADE 5: STANDARD 1. The student understands that all matter has observable, measurable properties.
REPORT CARD S1. Understands that all matter has observable, measurable properties.
BENCHMARK SC.A.1.2.2 The student knows that common materials can be changed from one state to another by heating and cooling. (CS:
MC)
ESSENTIAL QUESTIONS
? What is a change of state? A change of state is when matter changes from one physical form (phase) to another, like from solid to liquid,
liquid to gas, liquid to solid, or gas to liquid.
? What causes evaporation? Evaporation happens when a liquid changes into a gas at a temperature below its boiling point. The change from
liquid to gas at or above the boiling point is called vaporization. Liquids evaporate naturally below their boiling point and vaporize when they
are heated.)
? What causes condensation? Condensation happens when a gas (vapor) cools and change into a liquid. For example, water vapor in the air
changes to dew (liquid water) when it touches a cool surface. (In meteorology this is called the dew point.)
? How can the melting and freezing point be the same? Melting is the change from solid to liquid, freezing is the change from liquid to solid.
Because only one temperature point on the thermometer separates liquid from solid, the melting and freezing points are the same
temperature.
? Does heating or cooling change the mass or amount of matter ? No. Heating and cooling only changes the state (or phase) of the matter.
When water is evaporated in a closed system (container) and physically changed from liquid to vapor and then back to liquid again, the total
amount of water (mass) remains the same. This may be confusing for students because they see less water in a container (open system) after
boiling, but the missing mass has just changed phase from a liquid to a gas and is now in the atmosphere. The Law of Conservation of Mass
(Antoine Lavoiser, 1774) states that matter cannot be created or destroyed, but it can change from one form to another.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that matter is conserved
during heating and cooling.
1. Student investigates a change of state from solid to
liquid to gas and records the temperature.
2. Student identifies evaporation as a physical change
from liquid to gas when matter is heated.
3. Student identifies condensation as the physical
change from gas to liquid when matter cools.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 11
354-357
Lesson 3
Scott Foresman
Science
Assessments
Examview 337C,
337H, 366
Chapter 11
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 73, 75,
77
367
3
Scott Foresman Resources
SF Science
Leveled
Readers 337A
Every Student
Learns 357
Quick Study
Ancillary 90, 91
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
4. Student identifies the melting, freezing and boiling
points of water.
5. Student recognizes no matter is created or
destroyed in a change of state.
Scott Foresman
Science
Assessments
Assessment
Book Chapter 11
Test, 69-72; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Take It to the
Net 337
Quick Activity
Transparencies
354
FCAT
Benchmark
Mini-Lesson
Ancillary 45
4
SF Reading
STRAND A: THE NATURE OF MATTER
GRADE 5: STANDARD 1. The student understands that all matter has observable, measurable properties.
REPORT CARD S1. Understands that all matter has observable, measurable properties.
BENCHMARK SC.A.1.2.4 The student knows that different materials are made by physically combining substances and that different objects can
be made by combining different materials. (AA: MC)
ESSENTIAL QUESTIONS
? What is a mixture? A mixture is the product of thoroughly blending two or more different substances together physically. The parts that make
up a mixture are unevenly mixed so every sample taken from a mixture is different. For instance, trail mix may contain raisins, peanuts and
chocolate chips, but not every serving will have the same number of peanuts.
? Can all mixtures be separated? Yes, because all mixtures are put together physically, they can be separated. It may take some time and
creativity, but every mixture can be separated using the physical properties of each original material. Separation methods like filtering,
evaporation, and magnetism can be applied to physically separate different materials.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that physically combining
matter does not change its original properties.
1. Student identifies a mixture as a combination of two or
more different kinds of materials each of which keeps
it own original physical properties.
2. Student investigates different types of mixtures (e.g.,
salad, trail mix, cereal, soup, beach sand, and air).
3. Student combines substances physically and then
checks samples of their mixture to confirm that the
amount of ingredients are not the same in every
sample.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 11
360-361
Lesson 4
Chapter 11
Review &
Test Prep
367
Chapter 12
369
Chapter 12
Lesson 3
382-385
Chapter 12
Lesson 4
388-393
Chapter 12
Review &
Test Prep
398-399
5
Scott Foresman
Science
Assessments
Examview 337C,
337H, 366, 369C,
369H, 398
FCAT Science
Test Prep
Ancillary 73, 76,
77, 78, 81, 104
Assessment
Book Chapter 11
Test, 69-72;
Chapter 12 Test,
73-76; Unit C
Test, 89-92
Scott Foresman Resources
SF Science
Activity Flip
Chart 337E
Leveled
Readers 337A,
369A
Every Student
Learns 383, 389
Quick Study
Ancillary 92, 93,
98, 99, 100, 101
Take It to the
Net 369
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
382
FCAT
Benchmark
Mini-Lesson
Ancillary 46
6
SF Reading
STRAND A: THE NATURE OF MATTER
GRADE 5: STANDARD 1. The student understands that all matter has observable, measurable properties.
REPORT CARD S1. Understands that all matter has observable, measurable properties.
BENCHMARK SC.A.1.2.4 (continued) The student knows that different materials are made by physically combining substances and that
different objects can be made by combining different materials. (AA: MC)
ESSENTIAL QUESTIONS
? What is a solution? A solution is a mixture in which one substance (called a ‘solute’) is dissolved in another substance (called a ‘solvent’). A
solution looks like a single substance and has the same properties throughout. (Solutions are not always in liquid form. Some gases and solids
are also considered solutions. For example, the oxygen we breathe is dissolved in nitrogen, and bronze is a solution of copper and tin.)
? What is solubility? Solubility is a ‘property of matter’ that determines if one substance can be dissolved in another, like sugar dissolving into
water. Solubility is recorded as the amount in grams of a substance (solid, liquid or gas) that can be dissolved in a specific volume of water
(which is considered the universal solvent).
? How are solutions different from mixtures? The parts of mixtures are unevenly mixed. For example, one scoop of Raisin Bran cereal may
have more raisins than another scoop (so mixtures are heterogeneous). The parts of solutions are evenly mixed. For example, every sip of
salt water tastes the same, because the salt is evenly mixed throughout the water (so solutions are homogeneous). Solutions are harder to
separate than mixtures. The phrase ‘even-solutions and mixed-up mixtures’ may help students remember this difference.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student knows the differences and
similarities between mixtures and solutions.
1. Student identifies a solution as a special type of
mixture in which the particles of different substances
are evenly mixed throughout a single phase of
matter.
2. Student investigates the solubility of different solids in
water (e.g., sugar, salt, pepper, Kool Aid.)
3. Student applies physical properties to separate a
solution.*
4. Student compares and contrasts mixtures and
solutions.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 11
358-359
Lesson 4
Scott Foresman
Science
Assessments
Examview 337C,
337H, 366
Chapter 11
Lesson 4
360-361
Chapter 11
Review &
Test Prep
367
FCAT Science
Test Prep
Ancillary 76, 77,
78, 104
Assessment
Book Chapter 11
Test, 69-72, Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Leveled
Readers 337A
Every Student
Learns 359
Quick Study
Ancillary 92, 93
Take It to the
Net 337
Quick Activity
Transparencies
358
7
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
8
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
FCAT
Benchmark
Mini-Lesson
Ancillary 46
SF Reading
STRAND A: THE NATURE OF MATTER
GRADE 5: STANDARD 1. The student understands that all matter has observable, measurable properties.
REPORT CARD S1. Understands that all matter has observable, measurable properties.
BENCHMARK SC.A.1.2.5 The student knows that materials made by chemically combining two or more substances may have properties that differ
from the original materials. (CS: MC)
ESSENTIAL QUESTIONS
? What is a physical change? A physical change is when matter changes from one physical form to another like a change in shape, size, or
state (phase.) Physical changes do not change the chemical properties of the substance. Mixtures and solutions are examples of physical
changes.
? What is a chemical change? Any change of matter that produces new substances with different physical and chemical properties is a
chemical change. Compounds are are examples of chemical changes.
? How are physical and chemical changes different? Physical changes alter the look of matter by changing physical properties, but never
change any chemical properties. Chemical changes produce new substances with different physical and chemical properties.
? How are physical and chemical changes alike? Physical and chemical changes both change matter and make all things (matter) in the
universe more interesting.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows the difference between
physical changes and chemical changes.
1. Student identifies a physical change as a ‘reaction’ that
changes matter (physically) from one state of matter to
another resulting in no new matter or properties.
2. Student identifies a chemical change as a ‘reaction’ that
changes matter ‘chemically’ resulting in new products
which may also have new properties.
3. Student compares and contrasts physical changes
and chemical changes.
(continued on the next page)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 12
374-377
Lesson 1
Scott Foresman
Science
Assessments
Examview 369C,
369H, 398
Chapter 12
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 77, 79
398-399
Assessment
Book Chapter 12
Test, 73-76; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Activity Flip
Chart 369E
Leveled
Readers 369A
Every Student
Learns 377
Quick Study
Ancillary 94, 95
Take It to the
Net 369
9
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
374
FCAT
Benchmark
Mini-Lesson
Ancillary 47
10
SF Reading
STRAND A: THE NATURE OF MATTER
GRADE 5: STANDARD 1. The student understands that all matter has observable, measurable properties.
REPORT CARD S1. Understands that all matter has observable, measurable properties.
BENCHMARK SC.A.1.2.5 (continued) The student knows that materials made by chemically combining two or more substances may have
properties that differ from the original materials. (CS: MC)
ESSENTIAL QUESTIONS
? What is a chemical reaction? A chemical reaction is the change that takes place when two or more substances (reactants) interact to form a
new substance (product.) Chemical reactions are written in chemical equations showing the arrangement of atoms during a chemical reaction
using chemical symbols.
? Does ‘new substance’ mean new matter? No. Chemical reactions do not create new matter, they rearrange existing matter. The Law of
Conservation of Mass (Antoine Lavoiser, 1774) states that matter cannot be created or destroyed, but it can change from one form to another.
This means the amount of matter in the universe today is the same as the amount at the beginning of time, and will also be the same amount
at the end of time.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student knows chemically combining
matter produces new materials that can have different
properties.
1. Student investigates chemical reactions, observes and
records chemical changes, and examines the
resulting new substances for new properties.
2. Student understands that neither a physical or chemical
reaction can change the amount of matter present in
the universe (Law of Conservation of Matter)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 12
369
Chapter 12
Lesson 1
374-377
Chapter 12
Lesson 2
378-381
Chapter 12
Lesson 4
388-393
Chapter 12
Review &
Test Prep
398-399
11
Scott Foresman
Science
Assessments
Examview 369C,
369H, 398
Scott Foresman Resources
SF Science
Activity Flip
Chart 369E
FCAT Science
Test Prep
Ancillary 74, 75,
77, 79, 80, 81,
84, 104, 141
Leveled
Readers 369A
Assessment
Book Chapter 12
Test, 73-76; Unit
C Test, 89-92
Quick Study
Ancillary 94, 95,
96, 97, 100, 101
Every Student
Learns 377,
380, 389
Take It to the
Net 369
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
374, 378
FCAT
Benchmark
Mini-Lesson
Ancillary 47, 48,
49
12
SF Reading
STRAND A: THE NATURE OF MATTER
GRADE 5: STANDARD 2. The student understands the basic principles of the atomic theory.
REPORT CARD S2. Understands the basic properties of atomic theory.
BENCHMARK SC.A.2.2.1 The student knows that materials may be made of parts too small to be seen without magnification. (CS: MC)
ESSENTIAL QUESTIONS
? What is the atomic theory? The atomic theory (theory of the atom) states that all matter is made up of extremely tiny particles
called atoms. This theory was proposed by John Dalton, an English scientist in the beginning of the 19th century (1800’s). He
revised the idea proposed by the Greek philosopher Democritus (400 B.C.) by describing chemical behavior in terms of atoms that
can neither be created or destroyed. (A theory is an idea that is the best explanation of many observations and helps make new
predictions.)
? What are elements? Elements are pure substances made up of only one kind of atom. This means that atoms (protons, neutrons,
and electrons together as a unit) are the smallest part of an element which have the same physical and chemical properties of the
element. Each element has an ‘atomic number’ (or atom number) which tells the number of protons in one atom of that element.
Elements are arranged by atomic number in rows (called periods) and also by similar chemical properties in columns (called
groups or families) in the modern periodic table. Arranging the elements into a table was the idea of a Russian chemist named
Demitri Mendeleev (1869) who first noticed different elements shared some similar properties in predictable patterns.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows matter is composed of
atoms and elements.
1. Student knows the atom is the smallest part of an
element.
2. Student knows an element is a pure substance made
up of only one type of atom.
3. Student investigates objects concealed in a box and
infers information about them from observations
and experiments made indirectly.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 11
348-353
Lesson 2
Scott Foresman
Science
Assessments
Examview 337C,
337H, 366
Chapter 11
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 79, 82
366-367
Assessment
Book Chapter 11
Test, 69-72; Unit
C Test, 89-92
13
Scott Foresman Resources
SF Science
Activity Flip
Chart 337E
Leveled
Readers 337A
Every Student
Learns 351
Quick Study
Ancillary 88, 89
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 337
Quick Activity
Transparencies
348
FCAT
Benchmark
Mini-Lesson
Ancillary 44
14
SF Reading
STRAND A: THE NATURE OF MATTER
GRADE 5: STANDARD 2. The student understands the basic principles of the atomic theory.
REPORT CARD S2. Understands the basic properties of atomic theory.
BENCHMARK SC.A.2.2.1 (continued)The student knows that materials may be made of parts too small to be seen without magnification. (CS:
MC)
ESSENTIAL QUESTIONS
?What is the Periodic Table of Elements? The Periodic Table of Elements is a set of boxes laid out in rows and columns in which all the
elements known to man are arranged by atomic number. Each box represents a separate element. The boxes are grouped by atomic
number in rows called ‘periods’ and also by similar chemical properties in columns called ‘groups or families.’ Arranging the elements into
a table was the idea of a Russian chemist named Demitri Mendeleev (1869) who first noticed that different elements shared some similar
properties in predictable patterns. His original grouping was by atomic mass (stuff in the atom), but it was later found using an order based
on the atomic number (number of protons in each atom) is a better arrangement.
? How are compounds and mixtures alike? Different? Both compounds and mixtures combine matter. Both produce products different
from the original materials combined. Mixtures are combined physically by mixing or blending, but compounds are combined chemically
and held together by chemical bonds. Mixtures can be separated by physical means (sorting, filtering, evaporating), but compounds
cannot be separated by physical means. Mixtures have the same properties as the elements they are made of, but compounds have new
properties unlike the elements they were made of. Mixtures involve physical and phase changes, but compounds involve chemical
reactions.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student knows scientists group
elements by similar chemical properties that help them
recombine chemically into new compounds.
1. Student identifies the periodic table as the way scientists
group the known elements.
2. Student knows a compound is a combination of
elements held together by chemical bonds.
3. Student investigates how elements are grouped.*
4. Student compares and contrasts compounds and
mixtures.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 11
348-353
Lesson 2
Scott Foresman
Science
Assessments
Examview 337C,
337H, 366
Chapter 11
Lesson 4
358-361
FCAT Science
Test Prep
Ancillary 79, 82
Chapter 11
Review &
Test Prep
366-367
15
Assessment
Book Chapter 11
Test, 69-72; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Activity Flip
Chart 337E
Leveled
Readers 337A
Every Student
Learns 351
Quick Study
Ancillary 88, 89
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 337
Quick Activity
Transparencies
348
FCAT
Benchmark
Mini-Lesson
Ancillary 44
16
SF Reading
STRAND B: ENERGY
GRADE 5: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.1.2.1 The student knows how to trace the flow of energy in a system (e.g. ecosystem.) (AA: MC, SR)
ESSENTIAL QUESTIONS
? Why do all animals in an ecosystem depend on producers? Animals are consumers and depend on the producers (photosynthetic
organisms) for energy. Producers capture energy from the sun, convert it into chemical energy (glucose) through photosynthesis, and become
the food for all consumers either directly or indirectly. All the energy in the ecosystem begins with sunlight.
? What does a food pyramid tell us about the amount of food energy transferred through an ecosystem? Within any ecosystem the
producers are far more numerous than the consumers. An energy pyramid shows only 10% of the energy available at any level of the food
chain to pass on to the next level. This means less energy is available to support any large population of higher-level consumers. Proving
once again that it is harder to stay on the top once you get there.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows how to trace the flow of
energy through an ecosystem.
1. Student identifies the roles of producers, consumers,
and decomposers in an ecosystem.
2. Student describes how energy flows from one
organism to another in food chains and food webs.
3. Student recognizes that because energy is lost as
heat at each level of consumption, ecosystems must
have more producers than consumers.
4. Student investigates ways energy is transferred from
one organism to another in an ecosystem and
identifies the feeding roles organisms play.
5. Student investigates an organism’s diet then
constructs a food web to show how that organism
gets its energy.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 5
144-147
Lesson 5
Scott Foresman
Science
Assessments
Examview 121C,
121H, 158
Chapter 5
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 50
159
Assessment
Book Chapter 5
Test, 17-20; Unit
A Test, 25-28
Scott Foresman Resources
SF Science
Activity Flip
Chart 121E
Leveled
Readers 121A
Every Student
Learns 145
Quick Study
Ancillary 38, 39
Take It to the
Net 121
Quick Activity
Transparencies
144
17
SF Reading
STRAND B: ENERGY
GRADE 5: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.1.2.1 (continued)The student knows how to trace the flow of energy in a system (e.g. electricity in a circuit).) (AA: MC, SR)
ESSENTIAL QUESTIONS
? What is electricity? Electricity is the build up and flow of electrical charges resulting from the imbalance of positive and negative charges that
are a part of all matter. Once these charges build and discharge, they produce a flow of electric charges. The amount of charges that move
past a certain point each second determines the electric current (flow.) Conductors are materials especially good at carrying electrical current
because of the structure of their atoms. Electric current flows through a path called a circuit, like a big loop. For the current to continue flowing,
the path must have no breaks. In a series circuit, the current flows from one appliance (load device) to the next in a single path. In a parallel
circuit, the current is divided to different load devices in more than one path. The advantage to a parallel circuit is that if one load device fails,
the other devices will still continue to operate. Magnets are used to generate electricity. Today almost all of the electricity supplied to homes
and schools is produced by electromagnetic induction. (Research Michael Faraday, British physicist 1831 for more information.)
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student knows the flow of electrons is
called current electricity.
1. Student knows that electricity is a form of energy
resulting from the movement of electrons through
matter.
2. Student knows when an object has an electric charge it
attracts an ‘opposite’ charge and repels a ‘like’ charge
by producing an electric force.
3. Student recognizes that electrons can flow in a ‘closed’
circuit and do not flow in an ‘open’ circuit.
4. Student investigates different open and closed circuits.
5. Student recognizes that in a series circuit there is only
one path for electrons to flow, but that in a parallel
circuit each bulb has a separate path.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 15
482-485
Lesson 2
Scott Foresman
Science
Assessments
Examview 473C,
473H, 494
Chapter 15
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 97, 98
494-495
Assessment
Book Chapter 15
Test, 85-88; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Activity Flip
Chart 473E
Leveled
Readers 473A
Every Student
Learns 483
Quick Study
Ancillary 120,
121
Take It to the
Net 473
Quick Activity
Transparencies
482
18
SF Reading
STRAND B: ENERGY
GRADE 5: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.1.2.2 The student recognizes various forms of energy (e.g., potential and kinetic) (AA: MC Assesses SC.B.1.2.4)
ESSENTIAL QUESTIONS
? What are the two basic stages of energy? The two basic stages of energy are kinetic and potential energy. Kinetic energy is the energy an
object has when it is moving. The greater the speed and the mass of an object, the greater its kinetic energy. Potential energy is the energy
an object has because of its position or condition. Objects higher on a ladder have more potential energy than objects on the floor. A stretched
rubber band has more energy than a relaxed one. Starch (a complex carbohydrate) has more stored energy than sugar water (a simple
carbohydrate). Every type of energy can be found in one of these two basic stages at one time or another.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that energy can be
described as potential (stored) energy or kinetic
energy (in motion).
1. Student identifies potential energy as the stored
energy an object has because of its position (location)
or condition (structure or shape).
2. Student identifies kinetic energy as the energy
possessed by an object (body) in motion.
3. Student investigates how energy is changed from
potential to kinetic, interpreting data, and
communicates the results of their investigation to
others.
4. Student classifies different forms of energy in terms of
potential and kinetic energy attributes.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 14
442
Build
Background
Chapter 14
Lesson 3
448-453
Chapter 14
Review &
Test Prep
470-471
Scott Foresman
Science
Assessments
Examview 441C,
441H, 470
FCAT Science
Test Prep
Ancillary 91, 92,
95
Assessment
Book Chapter 14
Test, 81-84; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Leveled
Readers 441A
Every Student
Learns 448
Quick Study
Ancillary 110,
111
Take It to the
Net 441
Quick Activity
Transparencies
446
FCAT
Benchmark
Mini-Lesson
Ancillary 55
19
SF Reading
STRAND B: ENERGY
GRADE 5: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.1.2.2 (continued) The student recognizes various forms of energy (sound and light). (AA: MC Assesses SC.B.1.2.4)
ESSENTIAL QUESTIONS
? What are the properties and characteristics of light? Light is electro-magnetic energy produced by electrically-charged particles. Light
travels in straight lines called rays that spread out in all directions from the source. Light can travel through a vacuum (the emptiness of outer
space). Light always reflects (bounces off) smooth, flat surfaces at the same angle it hits the surface (law of reflection.) Sometimes light
passes through matter in a process called transmission. Clear materials are called transparent and allow all light to pass through. Translucent
materials allow some light to pass through, and opaque materials do not let any light pass through. When light passes through one medium
into another (e.g., air to water), it changes speed and direction slightly; this is called refraction (bending.) Passing sunlight (or white light)
through a prism produces the spectrum of colors (frequencies) red, orange, yellow, green, blue, indigo, and violet which make up white light.
(Color is to light as pitch is to sound.)
? What are the properties and characteristics of sound? Sound energy is vibrations that travel through matter. Unlike light, sound needs a
medium (matter) to travel through. Like light sound travels at different speeds through different materials. Sound travels through solids faster
than liquids and faster through liquids than gases. Sound also travels faster through warmer mediums than through cooler mediums. Loud
sounds have more volume, and soft sounds have less volume. The speed that sound waves pass a given point per second determines the
pitch or how high or low a tone sounds. High pitch sound travels faster (more wavelengths per second) than low pitch sounds. Sometimes
sound waves can be absorbed (trapped) by some types of matter stopping the sound. Other times sound waves can be reflected (bounce off)
matter causing an echo.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student knows that sound and light are
forms of wave energy.
1. Student identifies and describes various characteristics
and behaviors of light and sound energy.
2. Student compares and contrasts properties of light and
sound energy.
3. Student investigates how light energy is reflected and
refracted.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 14
454-457
Lesson 2
Scott Foresman
Science
Assessments
Examview 441C,
441H
Chapter 14
Lesson 3
458-461
Chapter 14
Review &
Test Prep
470-471
FCAT Science
Test Prep
Ancillary 93, 94,
96
20
Scott Foresman Resources
SF Science
Activity Flip
Chart 441E
Leveled
Readers 441A
Every Student
Learns 455, 460
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
4. Student investigates the pitch and loudness of sound
energy.
Scott Foresman
Science
Assessments
Assessment
Book Chapter 14
Test, 81-84; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Quick Study
Ancillary 112,
113, 114, 115
Quick Activity
Transparencies
454, 458
21
SF Reading
STRAND B: ENERGY
GRADE 5: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.1.2.5 The student knows that various forms of energy can be measured in ways that make it possible to determine the
amount of energy transformed. (CS: MC Assesses B.1.2.6.) [Link instruction with SC.B.1.2.6.]
ESSENTIAL QUESTIONS
? What is thermal energy? Thermal energy is the energy related to the temperature of substances (matter).
? What is a thermometer? A thermometer is a tool used to measure temperature. There are two commonly used temperature scales: the
Celsius and Fahrenheit scales.
? What is temperature? The temperature of an object is determined by the amount of kinetic energy (motion) contained in the particles that
make up a substance.
? How does a thermometer measure temperature? A thermometer measures the gain or loss of heat by placing it in or on a substance and
recording the change in the red fluid’s position by numbered degrees up or down. The higher the number (integer), the more heat.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student extends and refines the use of
tools to measure the gain or loss of energy.
1. Student identifies temperature as the average measure
of kinetic energy of the particles of a substance.
2. Student knows heat is the transfer of thermal energy
between substances with different temperatures.
3. Student observes, measures, records, and compares
the temperature in various investigations to
determine the amount of heat energy transfer.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 12
369D
Directed
Inquiry
Scott Foresman
Science
Assessments
Examview 369C,
369H, 398, 473C,
473H, 494
Chapter 12
Directed
Inquiry
372
Assessment
Book Chapter 15
Test, 85-88; Unit
C Test, 89-92
Chapter 14
Directed
Inquiry
441D
Chapter 14
441
Chapter 14
Directed
Inquiry
444
22
Scott Foresman Resources
SF Science
Activity Flip
Chart 473E
Lab Zone
Science 369D,
372, 441D, 444
Leveled
Readers 369A,
441A, 473A
Every Student
Learns 489
Quick Study
Ancillary 122,
123
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 15
473
Scott Foresman
Science
Assessments
Scott Foresman Resources
Chapter 15
Lesson 3
488-489
SF Science
Take It to the
Net 372, 444,
473
Chapter 15
Review &
Test Prep
494-495
Workbook 138139, 144
23
SF Reading
STRAND B: ENERGY
GRADE 5: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.1.2.6 The student knows ways that heat can move from one object to another. ( Assessed as B.1.2.5.)
ESSENTIAL QUESTIONS
? What is heat? Heat is the transfer (flow) of thermal energy between substances that are different temperatures by conduction, convection or
radiation. Conduction is the movement of heat from hotter matter to colder matter it is touching. Convection is the movement of heat energy in
fluid, liquids or gases. Warmer fluids ‘rise’ and cooler fluids ‘sink’ creating a current (flow) from hot to cold. Radiation is the transfer of tiny
‘bundles of light particles’ called photons and includes both light and heat in electromagnetic waves from the sun to the Earth through empty
space.
? How is chemical energy related to heat? Chemical energy is stored in chemical bonds when atoms form molecules. Whenever burning,
chemical reactions, or nuclear (in the nucleus of the atom) reactions occur, heat energy is released.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that some materials
conduct heat better than others.
1. Student knows that ‘conductors’ are materials that
transfer heat well and ‘insulators’ transfer heat poorly.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 14
441
Chapter 14
Lesson 4
462-465
Chapter 14
Review &
Test Prep
470-471
Scott Foresman
Science
Assessments
Examview 441C,
441H, 470
FCAT Science
Test Prep
Ancillary 142
Assessment
Book Chapter 14
Test, 81-84; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Leveled
Readers 441A
Every Student
Learns 463
Quick Study
Ancillary 116,
117
Take It to the
Net 441
Quick Activity
Transparencies
462
24
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
Scott Foresman
Science
Assessments
Chapter 14
Lesson 4
464-465
Examview 441C,
441H, 470
Chapter 14
Review &
Test Prep
470
Assessment
Book Chapter 14
Test, 81-84; Unit
C Test, 9-92
(continued)
GLE 2 - The student understands that conduction,
convection, and radiation are methods of heat energy
transfer.
1. Student knows conduction transfers heat from a
warmer to a cooler substance that it is touching.
2. Student knows convection transfers heat in fluids
(liquids or gases.)
3. Student knows radiation transfers heat and light in
electromagnetic waves.
4. Student investigates ways heat moves through different
materials.
5. Student understands energy stored in chemical bonds
releases heat.
Scott Foresman Resources
SF Science
FCAT
Benchmark
Mini-Lesson
Ancillary 58
Leveled
Readers 441A
Quick Study
Ancillary 116,
117
Take It to the
Net 441
Quick Activity
Transparencies
462
FCAT
Benchmark
Mini-Lesson
Ancillary 58
25
SF Reading
STRAND B: ENERGY
GRADE 5: STANDARD 2. The student understands the interaction of matter and energy.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.2.2.2 The student recognizes the cost and risks to society and the environment posed by the use of nonrenewable energy.
(Assessed as SC.G..2.2.1.) [Link instruction with SC.G..2.2.1.]
ESSENTIAL QUESTIONS
? What is a resource? A resource is anything that can be used for a material or energy need. Useful materials taken from the
Earth are called natural resources.
? Why are natural resources important to man? Natural resources give us food, shelter, energy, and fun.
? How can resources be grouped? Resources are classified as ‘renewable’ meaning they can be replaced in a human lifetime, or
‘nonrenewable’ meaning they can’t be replaced once used up. Some resources are considered ‘inexhaustible’ because they are reusable and
naturally recycled over and over again.
? What is the difference between renewable and nonrenewable resources? Nonrenewable resources can’t be replaced once used such
as oil, coal, natural gas, and minerals. Renewable resources can be replaced by nature, such as food crops, lumber, fresh water (renewed by
the rain cycle), solar energy and wind.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows the risk factors associated
with nonrenewable energy resources.
1. Student knows what a resource is and why it is
important to man.
2. Student recognizes that natural resources are grouped
according to their renewability over a human lifetime.
3. Student differentiates between renewable and
nonrenewable natural resources.
4. Student investigates the properties of mineral
resources.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 10
297
Chapter 10
Lesson 1
304-305
Chapter 10
Review &
Test Prep
326-327
Scott Foresman
Science
Assessments
Examview 297C,
297H, 326
FCAT Science
Test Prep
Ancillary 61, 62,
64, 67, 68, 71,
139
Assessment
Book Chapter 10
Test, 51-54; Unit
B Test, 55-58
Scott Foresman Resources
SF Science
Activity Flip
Chart 297E
Leveled
Readers 297A
Every Student
Learns 305
Quick Study
Ancillary 78, 79
Take It to the
Net 297
FCAT
Benchmark
Mini-Lesson
Ancillary 39
26
SF Reading
STRAND B: ENERGY
GRADE 5: STANDARD 2. The student understands the interaction of matter and energy.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.2.2.2 (continued) The student recognizes the cost and risks to society and the environment posed by the use of
nonrenewable energy. (Assessed as SC.G.2.2.1.) [Link instruction with SC.G..2.2.1.]
ESSENTIAL QUESTIONS
? What does conservation mean? Conservation is the wise use and protection of natural resources.
? How can reusable and renewable resources be conserved? Reusable and renewable resources can be conserved by protecting
them from damage and overuse.
? What will happen to nonrenewable resources? If we can reduce our dependency on some nonrenewable resources (e.g. fossil
fuels) by developing alternative sources of energy, it could help the remaining nonrenewable resources last longer. Eventually the
nonrenewable resources will be used up.
? How are reducing, reusing, and recycling different? Reducing means using fewer resources. Reusing means using products
again instead of throwing them away. Recycling means using the resources in old products to make new products. Together
they provide us with three effective ways to conserve resources.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student understands the reasons for
energy conservation.
1. Student knows conservation is the controlled use and
or maintenance of natural resources.
2. Student understands man’s reasons for and efforts
toward preserving and protecting natural resources.
3. Student identifies reducing, reusing, and recycling as
ways they can conserve resources.
4. Student differentiates between reducing, reusing, and
recycling by actions taken to change wasteful
behaviors.
5. Student investigates how resources are wasted and
develops a plan to use them more wisely.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 10
318-321
Lesson 4
Scott Foresman
Science
Assessments
Examview 297C,
297H, 326
SF Science
Activity Flip
Chart 297E
Chapter 10
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 62, 63
Lab Zone
Science 297D,
322-323
Assessment
Book Chapter 10
Test, 51-54; Unit
B Test, 55-58
Leveled
Readers 297A
326-327
Scott Foresman Resources
Every Student
Learns 319
Quick Study
Ancillary 84, 85
27
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 297
Quick Activity
Transparencies
318
FCAT
Benchmark
Mini-Lesson
Ancillary 42
28
SF Reading
STRAND B: ENERGY
GRADE 5: STANDARD 2. The student understands the interaction of matter and energy.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.2.2.3 The student knows that the limited supply of usable energy sources (coal and oil) places great significance on the
development of renewable energy sources. (Assessed as SC.G.2.2.1.)
ESSENTIAL QUESTIONS
? What are the fossil fuels and why do we depend on them so much? Fossil fuels are the major energy resources formed from the remains of
plants and animal organisms that lived long ago on our planet. Buried under layers of sediments millions of years ago these organisms have
fossilized into coal, petroleum (oil), and natural gas. Today almost all our energy needs including energy for transportation, generating
electricity, heating and air conditioning our homes and offices, manufacturing goods, and much more comes from burning fossil fuels.
? Why are fossil fuels considered nonrenewable energy resources? Fossil fuels are nonrenewable because they can never be replaced once
they are used up. The conditions that existed in the past on Earth that led to the formation of all fossil fuels no longer exist on Earth today and
would take millions of years to recreate, indeed they can never be recreated.
? How does burning fossil fuels impact the environment? There are many damaging chemical compounds put into the atmosphere by
burning coal, oil, and gas including smoke, soot, carbon dioxide, carbon monoxide, nitrogen oxides, and sulfur oxides. These chemicals mix
with the air, water vapor, and rain to produce smog, air pollution, and acid rain. Carbon dioxide, a byproduct of burning, traps heat in the
atmosphere causing the greenhouse effect and global warming. These and other problems are daily consequences of using fossil fuels for
energy.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands the processes that
created fossil fuels, how they are used, and why they
are nonrenewable.
1. Student identifies the major fossil fuel energy
resources: coal, oil (petroleum and gasoline), and
natural gas.
2. Student identifies ways fossil fuels are used.
3. Student explains how coal, oil, and gas form and where
they are found.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 10
297
Chapter 10
Lesson 1
302-305
Chapter 10
Review &
Test Prep
326-327
29
Scott Foresman
Science
Assessments
Examview 297C,
297H, 326
FCAT Science
Test Prep
Ancillary 61, 62,
64, 67, 68, 71,
139
Scott Foresman Resources
SF Science
Activity Flip
Chart 297E
Leveled
Readers 297A
Every Student
Learns 305
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
4. Student understands that the conditions and time
necessary to produce fossil fuels no longer exists, and
so they are a nonrenewable energy resource.
5. Student knows some of the consequences burning
fossil fuels pose to the environment (air pollution,
global warming.)
Scott Foresman
Science
Assessments
Assessment
Book Chapter 10
Test, 51-54; unit
B Test, 55-58
Scott Foresman Resources
SF Science
Quick Study
Ancillary 78, 79
Take It to the
Net 297
FCAT
Benchmark
Mini-Lesson
Ancillary 39
30
SF Reading
STRAND B: ENERGY
GRADE 5: STANDARD 2. The student understands the interaction of matter and energy.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.2.2.3 (continued) The student knows that the limited supply of usable energy sources (coal and oil) places great
significance on the development of renewable energy sources. (Assessed as SC.G.2.2.1.)
ESSENTIAL QUESTIONS
? What are alternative energy sources? An alternative energy source means using something other than coal, oil or gas to produce the energy
we need and use daily like electricity. There are alternative ways to produce energy, but unfortunately most are either too expensive or
inconvenient until they are desperately needed. It is however very important to encourage the search and use of new and unconventional
ways to produce the energy we have come to depend on every day.
? Why are alternative energy resources important? Alternative energy resources are important because they reduce our demand and
dependency on fossil fuels which are a finite resource. Hopefully they will provide us with the time we need to develop new and different
energy resources for our future.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student knows that alternative energy
sources like hydroelectric, geothermal, and synthetic
fuels are being explored using natural and manmade
processes.
1. Student understands that the majority of our energy
needs today are being supplied by burning fossil
fuels.
2. Student knows that alternative energy resources are
important because they reduce our consumption and
dependency on fossil fuels.
3. Student understands that some alternative energy
resources are not available every-where (like
geothermal and wind power.)
4. Student understands that using alternative energy
resources does not necessarily mean less pollution or
damage to the environment.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 10
297
Chapter 10
Lesson 1
306-313
Chapter 10
Review &
Test Prep
326-327
Scott Foresman
Science
Assessments
Examview 297C,
297H, 326
Scott Foresman Resources
SF Science
Leveled
Readers 297A
FCAT Science
Test Prep
Ancillary 61, 63,
65, 66, 139
Every Student
Learns 307
Assessment
Book Chapter 10
Test, 51-54; Unit
B Test, 55-58
Take It to the
Net 297
Quick Study
Ancillary 80, 81
Quick Activity
Transparencies
306
FCAT
Benchmark
Mini-Lesson
Ancillary 40
31
SF Reading
STRAND C: FORCE AND MOTION
GRADE 5: STANDARD 1. The student understands that types of motion may be described, measured, and predicted.
REPORT CARD S4. Understands that motion may be described, measured, and predicted.
BENCHMARK SC.C.1.2.1 The student understands that the motion of an object can be described and measured. (CS: MC)
ESSENTIAL QUESTIONS
? What is speed? Speed can be measured by dividing the distance an object moves by the time it takes to move. This calculation, speed =
distance/time (s = d/t), determines the rate at which an object is moving expressed as a ratio of distance per time (e.g., cm/s, m/s km/s, km/h
and mp/h.)
.
? What is velocity? Velocity is the measure of how fast an object is moving in a ‘certain direction’ (speed with a vector.) The most commonly
used vectors (directions) are north, south, east, west, left, right, up, and down. [Think: velocity = speed with a vector.]
? How are speed and velocity different? Speed does not include an object’s direction. Velocity always includes the direction an object is
moving.
? What causes acceleration? Acceleration measures the change in speed or direction an object is moving. The more force applied, the faster an
object will move. Adding force to one side of an object at rest will start the object in motion changing its velocity. Likewise adding more force to
an object already in motion will speed up the object as long as the force is applied in the direction the object has been moving.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student uses scientific tools to measure
the speed, distance, and direction of an object.
1. Student identifies ‘motion’ as a change in an object’s
position, speed, and direction relative to the other
objects around it.
2. Student describes ‘speed’ as the measure of how fast
an object is moving determined by two factors
‘distance’ and ‘time.’
3. Student describes velocity as the measure of how fast
an object is moving in a certain direction.
4. Student plans and conducts an experiment comparing
the velocity and acceleration of different objects.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 13
408-409
Lesson 1
Scott Foresman
Science
Assessments
Examview 401C,
401H, 436
Chapter 16
Directed
Inquiry
505D
FCAT Science
Test Prep
Ancillary 51
Chapter 16
Directed
Inquiry
508
32
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Lab Zone
Science 505D,
508
Leveled
Readers 401A
Every Student
Learns 408
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
(continued)
Quick Study
Ancillary 102,
103, 105
Take It to the
Net 401
Quick Activity
Transparencies
406
FCAT
Benchmark
Mini-Lesson
Ancillary 51
33
SF Reading
STRAND C: FORCE AND MOTION
GRADE 5: STANDARD 1. The student understands that types of motion may be described, measured, and predicted.
REPORT CARD S4. Understands that motion may be described, measured, and predicted.
BENCHMARK SC.C.1.2.2 The student knows that waves travel at different speeds through different materials. (CS: MC)
ESSENTIAL QUESTIONS
? Why does sound need matter? Sound is produced when matter vibrates, so sound needs a medium, some form of matter, to travel through.
This is because sound is a form of mechanical wave energy started by a disturbance causing a vibration that sets the particles of matter
around it in motion in all directions. For the sound energy to continue to move outward (propagate), it needs to compress other particles of
matter. Without matter to compress, there can be no more wave and no more sound.
? Why does sound change speed and pitch when it passes from one form of matter to another? All matter is made of particles, but not all
the particles are the same distance apart. The particles in solids are closer together than liquids, and gases are spread far apart. Changing
from one form of matter to another, a sound wave will have either more or less particles to compress which makes the wave change speed
and the sound change pitch or frequency (wavelengths per second.)
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
This benchmark should be covered with SC.B.1.2.2 in
the Energy Strand.
GLE 1 - The student knows that waves travel at
different speeds in different materials.
1. Student knows sound waves need a ‘medium’ (matter)
to travel.
2. Student knows that sound waves travel at different
speeds through solids, liquids, and gases.
3. Student recognizes that when sound changes speed, it
also changes pitch.
4. Student recognizes that when a sound’s pitch changes
so does its number of ‘wavelengths per second’ or
frequency.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 14
441
Chapter 14
Lesson 2
456-457
Chapter 14
Review &
Test Prep
470-471
Scott Foresman
Science
Assessments
Examview 441C,
441H, 470
Assessment
Book Chapter 14
Test, 81-84; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Activity Flip
Chart 441E
Leveled
Readers 441A
Quick Study
Ancillary 112,
113
Take It to the
Net 441
34
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
5. Student investigates the change in pitch associated
with a change in speed of sound traveling through
different medium (matter.)
35
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
FCAT
Benchmark
Mini-Lesson
Ancillary 56
SF Reading
STRAND C: FORCE AND MOTION
GRADE 5: STANDARD 2. The student understands that the types of force that act on an object and the effect of that force can be described,
measured, and predicted.
REPORT CARD S5. Understands the interaction of force and motion.
BENCHMARK SC.C.2.2.1 The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS: MC)
ESSENTIAL QUESTIONS
? What is a magnet and how does it work? A magnet is any material that attracts iron. All magnets have certain properties in common. They
have two oppositely charged poles, positive and negative (also called north and south), where their magnetic force is the strongest. The
opposite poles of two magnets will attract (pull together) each other. The like poles will repel (push apart) each other.
? What is magnetic force? Magnetic force is the attractive (pulling) or repulsive (pushing) force between the poles of two magnets.
? What is a magnetic field? A magnetic field is the region around a magnet that is affected by magnetic forces. The magnetic field is strongest at
the poles of the magnet.
? What is gravity? Gravity is the force of attraction (pulling force) between objects that have mass. The strength of gravity between objects
depends on two things: the mass of the objects and the distance between them.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands that magnetism is
the attractive and repulsive force between poles of
two magnets.
1. Student knows that being magnetic means having the
property to attract iron and other metals (iron alloys)
with a surrounding magnetic field of force.
2. Student experiments to determine which objects are
affected by a magnetic field.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 13
412-413
Lesson 2
Scott Foresman
Science
Assessments
Examview 401C,
401H, 436
Chapter 13
Review &
Test Prep
436-437
FCAT Science
Test Prep
Ancillary 88
Chapter 14
Lesson 1
447
Chapter 14
Lesson 1
451
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 89-92
36
Scott Foresman Resources
SF Science
Leveled
Readers 401A
Every Student
Learns 417
Quick Study
Ancillary 104,
105
Take It to the
Net 401
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student understands that gravity is the
force of attraction between all objects that have mass.
1. Student knows that gravity is the force that pulls
objects towards the Earth.
2. Student knows the strength of gravity between two
objects depends on the mass of the objects and the
distance between them.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 11
344
Lesson 1
Scott Foresman
Science
Assessments
Examview 401C,
401H, 436
Chapter 13
Lesson 2
410-415
FCAT Science
Test Prep
Ancillary 85, 90
Chapter 13
Review &
Test Prep
436-437
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Activity Flip
Chart 401E
Leveled
Readers 401A
Every Student
Learns 417
Quick Study
Ancillary 104,
105
Take It to the
Net 401
37
SF Reading
STRAND C: FORCE AND MOTION
GRADE 5: STANDARD 2. The student understands that the types of force that act on an object and the effect of that force can be described,
measured, and predicted.
REPORT CARD S5. Understands the interaction of force and motion.
BENCHMARK SC.C.2.2.1 (continued) The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS:
MC)
ESSENTIAL QUESTIONS
? What is a lever? A lever is a long rigid bar that rests on and pivots around a support called a fulcrum. Applying a force called the ‘effort’ to one
place on the lever causes a‘ resulting force’ to a ‘load’ at another place on the lever to move. Levers are classified by the location of their
fulcrum in relation to the effort force and resulting force.
? How does an inclined plane make work easier? It takes less force to move an object up an inclined plane (ramp) than it does to lift the object
straight up. The tradeoff is that the object must be moved a greater distance, the entire length of the ramp, to achieve the same height.
? What is a pulley? A pulley is a wheel with a rope wrapped around it. When the rope is pulled, the wheel rotates around an axle as the rope
rides in a groove in the wheel. There are two types of pulleys: fixed and movable. In a fixed pulley system, the load moves. In a movable
pulley system, the pulley moves with the load.
? What is a wheel and axle? A wheel and axle is made of a wheel (disk or rod) with a rod (axle) attached to its center. The wheel is fixed to the
axle, so any force that is applied to the wheel transfers to the axle and vise versa. The difference in size between the wheel and its axle
magnifies the force transferred to the axle.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 3 - The student understands the relationship
between force and distance as it relates to simple
machines.
1. Student knows there are six simple machines: inclined
plane, wedge, screw, lever, pulley, and wheel and
axle.
2. Student knows that simple machines transfer force by
changing the direction and/or strength of the force.
3. Student knows ‘work’ is done when a force moves a
mass (object) through a distance.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 13
426-431
Lesson 4
Scott Foresman
Science
Assessments
Examview 401C,
401H, 436
Chapter 13
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 86, 87,
89, 107
38
437
Scott Foresman Resources
SF Science
Leveled
Readers 401A
Every Student
Learns 427
Quick Study
Ancillary 108,
109
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
4. Student knows a simple machine transfers force in two
ways: by changing the direction the force is applied to
a mass or by changing the strength of the force
applied to a mass.
Scott Foresman
Science
Assessments
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Take It to the
Net 401
Quick Activity
Transparencies
426
FCAT
Benchmark
Mini-Lesson
Ancillary 54
39
SF Reading
STRAND C: FORCE AND MOTION
GRADE 5: STANDARD 2. The student understands that the types of force that act on an object and the effect of that force can be described,
measured, and predicted.
REPORT CARD S5. Understands the interaction of force and motion.
BENCHMARK SC.C.2.2.2 The student knows that an object may move in a straight line at a constant speed, speed up, slow down, or change
directions depending on the net force acting on the object. (Assessed as SC.C.2.2.4.)
ESSENTIAL QUESTIONS
? What is net force? Net force is the sum and/or difference of all the forces acting on an object. If the net force is zero, the object is at rest.
? What causes motion? Motion is caused when unbalanced forces are applied to an object. Forces act in pairs opposite in direction to each
other. If a pair of forces are balanced (equal in strength), the object is ‘at rest’ (not moving.) However, when one force becomes stronger than
the other (unbalancing the pair of forces), the object begins to move in the direction the stronger force is being applied.
? What causes acceleration? Acceleration measures the change in speed or direction an object is moving. The more force applied, the faster an
object will move. Adding force to one side of an object at rest will start the object in motion changing its velocity. Likewise adding more force to
an object already in motion will speed up the object as long as the force is added in the direction the object was moving.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands how inertia, gravity,
friction, mass, and force affect motion.
1. Student identifies ‘motion’ as a change in position,
speed or direction of an object caused by unbalanced
forces acting on the object.
2. Student identifies ‘rest’ as being caused by balanced
forces acting on an object.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 13
401D
Directed
Inquiry
Chapter 13
Directed
Inquiry
404
Chapter 13
Lesson 2
414-417
Chapter 13
Lesson 3
420-425
40
Scott Foresman
Science
Assessments
Examview 401C,
401H, 436
FCAT Science
Test Prep
Ancillary 85, 89,
90, 103
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Activity Flip
Chart 401E
Lab Zone
Science 401D,
404
Leveled
Readers 401A
Every Student
Learns 417
SF Reading
5.4 The Jr.
Iditarod Race,
382a-401l
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 13
437
Review &
Test Prep
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Study
Ancillary 104
Take It to the
Net 401, 404
GLE 2 - The student knows that motion in space is
different from motion on Earth due to changes in
gravitational force and friction.
1. Student recognizes there is no friction or gravity in
outer space to slow down or stop moving objects.
Unit A
NASA
86-87
Examview 401C,
401H, 436
Chapter 13
Lesson 2
414-417
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 89-92
Quick Activity
Transparencies
418
Leveled
Readers 401A
Every Student
Learns 417
Quick Study
Ancillary 104
Take It to the
Net 401
Workbook 134
41
SF Reading
STRAND C: FORCE AND MOTION
GRADE 5: STANDARD 2. The student understands that the types of force that act on an object and the effect of that force can be described,
measured, and predicted.
REPORT CARD S5. Understands the interaction of force and motion.
BENCHMARK SC.C.2.2.3 The student knows that the more massive an object is, the less effect a force has. (CS: MC)
ESSENTIAL QUESTIONS
? Who was Isaac Newton? Sir Isaac Newton was the English physicist and mathematician who described the laws of motion and law of
universal gravity. One of the greatest scientists of all time, he once said, “If I have seen further, it is by standing on the shoulders of giants.”
meaning it was the discoveries of scientists before him that allowed him to make his own discoveries. Newton also developed the mathematics
of calculus.
? What is Newton’s second law of motion? The second law of motion states ‘the smaller the mass, the greater the acceleration when a certain
force is applied’ and ‘the greater a force applied to an object, the greater its acceleration.’ The force of an object equals the mass of the object
times its acceleration (F=ma).
? What does Newton’s third law remind us about forces? The third law states when one object exerts a force on second object, the second
object exerts a force back on the first object that is equal in size but opposite in direction. In other words, forces act in pairs. So always look for
both forces.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows the relationship between
the strength of a force and its effect on an object (or
mass.)
1. Student knows that a larger force applied to the same
size mass causes more acceleration than a smaller
force applied to the same mass.
2. Student knows that applying additional force to an
object will cause the object to speed up, slow down or
change direction.
3. Student knows a force has more effect on an object
with less mass than it has on an object with more
mass.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 13
410-417
Lesson 2
Scott Foresman
Science
Assessments
Examview 401C,
401H, 436
Chapter 13
Lesson 3
422-425
FCAT Science
Test Prep
Ancillary 87
Chapter 13
Review &
Test Prep
437
42
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Activity Flip
Chart 401E
Leveled
Readers 401A
Every Student
Learns 417
Quick Study
Ancillary 104,
106, 107
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
4. Student knows that if two objects are moving at the
same speed, the object with more mass has more
force.
5. Student knows forces always occur in pairs, equal in
size, opposite in direction to each other.
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 401
Quick Activity
Transparencies
410
FCAT
Benchmark
Mini-Lesson
Ancillary 52
43
SF Reading
STRAND C: FORCE AND MOTION
GRADE 5: STANDARD 2. The student understands that the types of force that act on an object and the effect of that force can be described,
measured, and predicted.
REPORT CARD S5. Understands the interaction of force and motion.
BENCHMARK SC.C.2.2.4 The student knows that the motion of an object is determined by the overall effect of all the forces acting on the object.
(AA: MC, SR) [Also assessed as SC.C.2.2.2.]
ESSENTIAL QUESTIONS
? What is friction? Friction is a force that opposes motion between the surfaces of two objects that are touching each other. Friction can prevent
motion from starting or resist motion in progress. The amount of friction between two surfaces depends on two things: what the surfaces are
made of and how hard they are pressing against each other.
? What is inertia? Inertia is the tendency to resist a change in motion. All objects have inertia. The greater an object’s mass, the greater its
inertia and the larger the force needed to overcome that inertia. It takes a lot of force to move a massive object and a lot of force to stop it.
Inertia is explained in Newton’s first law of motion also called the Law of Inertia.
? What is an orbit? An orbit is the path a moon or planet follows as it moves around the sun. The size of an object’s orbit is related to the mass
of the object and its speed.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
G.L.E. 1 - The student understands how friction
affects an object in motion.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 13
414-417
Lesson 2
1. Student understands that friction is a force that resists
motion when two surfaces are rubbing against each
other.
Scott Foresman
Science
Assessments
Examview 401C,
401H, 436
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 89-92
Scott Foresman Resources
SF Science
Leveled
Readers 401A
Every Student
Learns 417
Quick Study
Ancillary 104
Take It to the
Net 401
Workbook 131,
132
44
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
G.L.E. 2 - The student knows that objects do not
change their motion unless acted upon by an outside
force.
1. Student knows that inertia is a property of matter
(objects), due to its mass, that causes the object to
resist any change in its motion unless acted upon by
an outside force.
2. Student knows that gravitation is the force of
attraction between two masses (objects.)
3. Student understands the forces of inertia and gravity
interact to make an orbit.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 13
410-417
Lesson 2
Scott Foresman
Science
Assessments
Examview 401C,
401H, 436
Chapter 13
Lesson 3
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 89-92
420-425
Scott Foresman Resources
SF Science
Activity Flip
Chart 401E
Leveled
Readers 401A
Every Student
Learns 425
Quick Study
Ancillary 104,
106, 107
Take It to the
Net 401
Quick Activity
Transparencies
410
FCAT
Benchmark
Mini-Lesson
Ancillary 52, 53
45
SF Reading
5.4 The Jr.
Iditarod Race,
382a-401l
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 5: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.1.2.1 The student knows that larger rocks can be broken down into smaller rocks, which in turn can be broken down to
combine with organic materials to form soil. (Assessed as SC.D.1.2.4.) [Link instruction to SC.D.1.2.2, SC.D.1.2.4, SC.D.1.2.5.]
ESSENTIAL QUESTIONS
? What is weathering? Weathering is a process by which water, wind, and hot and cold temperatures break down rock into smaller
rocks and minerals.
? What is erosion? Erosion transports (moves) weathered rocks and soil from one place to another by moving water, ice (glaciers),
and wind. Rainfall erodes sediments transporting them into oceans, rivers, lakes, and streams. Glaciers (moving ice) and the wind
also erode earth materials.
? What is deposition? Deposition is when moving water, ice, wind, or gravity drops a load of earth materials in a new place.
? How is weathering and erosion different? Weathering just breaks down the rocks, erosion moves them to a new place.
? How are weathering and erosion alike? Weathering and erosion both involve the wind, weather and water cycle but in different
ways.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that rocks are constantly
being formed and worn away.
1. Student understands how weathering breaks down
rocks into minerals and soil.
2. Student understands how erosion transports minerals,
rocks, soil and other sediments to new locations.
3. Student knows that deposition is when moving water,
ice, wind or gravity drops a load of earth materials in a
new place.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 9
288-289
Lesson 6
Scott Foresman
Science
Assessments
Examview 257C,
257H, 294
Chapter 9
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 55, 56,
59, 60, 70, 72,
138
Quick Study
Ancillary 76, 77
Assessment
Book Chapter 9
Test, 47-50; Unit
B Test, 55-58
FCAT
Benchmark
Mini-Lesson
Ancillary 35
295
46
Scott Foresman Resources
SF Science
Leveled
Readers 257A
Take It to the
Net 257
SF Reading
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 5: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.1.2.2 The student knows that 75 percent of the surface of the Earth is covered with water. (Assessed as SC.D.1.2.4.)
[Teach along with SC.D.1.2.3.]
ESSENTIAL QUESTIONS
? Where is most of the Earth’s water found? Most of the water on Earth, about 97%, is salt water found in the oceans and seas. The remaining
3% is fresh water of which 2% is ice or snow found at the poles. This means only about 1% of the Earth’s fresh water is drinkable, and most of
it is dirty (polluted.)
? What is the water cycle? The water or “hydrologic” cycle is the path water takes as it circulates from the surface into the atmosphere and back
throughout the environment as a result of the processes of evaporation, condensation, and precipitation.
? What causes the water cycle? Solar energy, sunlight, and heat cause water particles on the Earth’s surface, water, and plants to evaporate
more quickly.
? What is evaporation? Evaporation is the process in the water cycle in which liquid water changes into invisible water vapor (water in the form of
a gas.) Heat from sunlight makes evaporation happen.
? What is condensation? Condensation is the process in the water cycle in which water vapor changes back into liquid water droplets.
Condensation occurs in the atmosphere when water vapor cools. Clouds are evidence of condensation. Clouds are formed when water vapor
cools and condenses into tiny water droplets.
? What is precipitation? Precipitation is falling water from clouds in the form of rain, snow or ice. Precipitation forms when water droplets in
clouds become too heavy to stay in the atmosphere. The air temperature determines the type of precipitation - rain, snow, or ice.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that 75 percent of the
surface of the Earth is covered by water. Student
knows most of the Earth is covered with water.
1. Student understands water moves through the
environment in the water cycle by a physical
change of state.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 7
193
Chapter 7
Lesson 1
198-201
Chapter 7
Lesson 3
208-211
47
Scott Foresman
Science
Assessments
Examview 193C,
193H, 220
FCAT Science
Test Prep
Ancillary 43, 44,
45, 67, 137
Scott Foresman Resources
SF Science
Activity Flip
Chart 193E
Leveled
Readers 193A
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
2. Student discusses reasons why the water cycle is
important.
3. Student models evaporation, condensation, and
precipitation in the water cycle.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 7
220-221
Review &
Test Prep
Scott Foresman
Science
Assessments
Assessment
Book Chapter 7
Test, 39-42; Unit
B Test, 55-58
Scott Foresman Resources
SF Science
Every Student
Learns 201, 209
Quick Study
Ancillary 48, 49,
52, 53
Take It to the
Net 193
Quick Activity
Transparencies
198, 208
FCAT
Benchmark
Mini-Lesson
Ancillary 24, 26
48
SF Reading
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 5: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.1.2.3 The student knows that the water cycle is influenced by the temperature, pressure, and topography of the land. (CS:
MC)
ESSENTIAL QUESTIONS
? What is the atmosphere? The atmosphere is the mixture of gases that surrounds the Earth and extends from the Earth’s surface into space.
The atmosphere is not uniform and changes with altitude. Scientists use temperature and air pressure to describe the five layers in the
atmosphere: troposphere, stratosphere, mesosphere, thermosphere, and exosphere. The atmospheric layer that contains most of the water
vapor and clouds is the troposphere. Most of the Earth’s weather occurs in the troposphere.
? Why is the stratosphere an important layer? The stratosphere contains the ozone layer which protects life on Earth by absorbing most of the
sun’s harmful radiation.
? What weather conditions influence the water cycle the most? Temperature and air pressure changes influence the water cycle the most.
Warm air holds more water vapor and produces less air pressure, and cool dry air holds less water vapor and produces more air pressure.
The leading edge of an air mass is called a front. When air masses meet the weather changes. The air temperature determines what type of
precipitation will fall, and wind direction and speed determines how fast a front will move through an area. Changes in temperature and air
pressure keep water recycling in the atmosphere.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows how atmospheric
conditions affect the water cycle.
1. Student describes the atmosphere as layers of gases
that surround the Earth.
2. Student investigates the variables that affect the
speed of evaporation.
3. Student describes the evaporation and condensation
processes as a type of physical change.
4. Student predicts the type of precipitation that will fall
from different clouds.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 7
193
Chapter 7
Lesson 3
208-211
Chapter 7
Lesson 4
212-215
Chapter 7
Review &
Test Prep
220-221
Scott Foresman
Science
Assessments
Examview 193C,
193H, 220
FCAT Science
Test Prep
Ancillary 43, 45,
47, 48, 49, 50,
51, 53, 67, 68
Assessment
Book Chapter 7
Test, 39-42; Unit
B Test, 55-58
49
Scott Foresman Resources
SF Science
Activity Flip
Chart 193E
Leveled
Readers 193A
Every Student
Learns 209, 215
Quick Study
Ancillary 52, 53,
54, 55
Take It to the
Net 193
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
208, 212
FCAT
Benchmark
Mini-Lesson
Ancillary 26, 27,
29
50
SF Reading
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 5: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.1.2.4 The student knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the
land constantly change and produce many new features. (AA: MC, SR, ER. [Link instruction to SC.D.1.2.1, D.1.2.2, and SC.D.1.2.5.]
ESSENTIAL QUESTIONS
? What causes ocean waves? As the wind blows over the ocean’s surface, tiny air particles rub against the water’s surface. Because the water
moves slower than the air, the water piles up forming a ripple, or wave, in the direction the wind is blowing. The stronger the wind, the larger
and more powerful the waves.
? How are ocean surface waves different from subsurface currents and tides? Subsurface or deep water currents are caused by changes in
density, either because of changes in the temperature of the water or changes in salinity (saltiness). The tides on the other hand are caused
by the gravitational pull of the moon on the Earth and the Earth’s ocean waters.
? Why do ocean waves cause erosion? Constant changes in the motion, size of waves, and the amount of water (tides) continually break down
the sand, sediments and rocks along the shore, wearing away the coastline by erosion and deposition. Erosion is much more severe during
large storms or hurricanes when more water and stronger waves are formed.
? How can man protect the shoreline? Jetties and other structures can be built to catch sand and build up beaches to protect the shoreline.
Artificial reefs can break up waves offshore and create new habitats for sea life. Seawalls can be constructed to hold existing beaches in
place. Native plants can be planted to hold the sand and soil in place, and dunes can be protected with raised walkways.
? What is a tsunami? A tsunami is a very large and dangerous ocean wave triggered by undersea earthquakes, landslides or volcanic eruptions.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows ocean waves constantly
change and produce new land features along the
shore.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 9
278-279
Lesson 4
Scott Foresman
Science
Assessments
Examview 257C,
257H, 294
FCAT Science
Test Prep
Ancillary 57, 59,
69, 144
1. Student knows that wind produces the waves on the
surface of the oceans.
2. Student contrasts waves, currents, and tides.
3. Student understands ocean wave erosion changes the
shore’s land features.
4. Student identifies ways humans protect the shoreline
from erosion.
51
Scott Foresman Resources
SF Science
Leveled
Readers 257A
Every Student
Learns 277
Quick Study
Ancillary 72, 73
SF Reading
5.2 The Fury of
a Hurricane,
Flying into a
Hurricane,
156a-177l
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
5. Student knows a tsunami is caused by undersea
earthquakes, landslides or volcanoes.
Scott Foresman
Science
Assessments
Assessment
Book Chapter 9
Test, 47-50; Unit
B Test, 55-58
Scott Foresman Resources
SF Science
Take It to the
Net 257
FCAT
Benchmark
Mini-Lesson
Ancillary 36
52
SF Reading
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 5: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.1.2.5. The student knows that some changes in the Earth’s surface are due to slow processes, and some changes are due to
rapid changes. (Assessed as SC.D.1.2.4.) [Link instruction to SC.D.1.2.1, SC.D.1.2.2, SC.D.1.2..4]
ESSENTIAL QUESTIONS
? What are the layers of the Earth? The Earth is made up of three layers: the inner and outer core, mantle, and crust. The inner core (center) is
mostly iron and nickel and is the hottest layer. The outer core is hot liquid metal. The mantle is partly melted rock and flows like a thick liquid.
The crust is made of rock and soil and forms the land and ocean floor.
? What are Earth’s plates? The Earth’s crust and upper mantle are broken into continent-sized slabs called plates. Plates move slowly on a thin
layer of melted mantle.
? What causes earthquakes? Movement occurs along faults or large cracks between the crust’s plates. When too much pressure builds up, the
plates suddenly slide past each other releasing the energy in an earthquake or violent shaking of the Earth’s crust.
? How do volcanoes form? Volcanoes and volcanic mountains form when magma (molten rock) is forced up by heat and pressure erupting onto
the surface through vents in the Earth’s crust. The magma becomes lava that piles up into layers and hardens into rock. Different eruptions
cause different types of volcanic mountains to form.
? Where are earthquakes and volcanoes most common? Volcanoes and earthquakes commonly occur along the plate boundaries or faults
separating the Earth’s crust. This area is fondly referred to as “the ring of fire” by geologists and volcanologists.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands the surface of the
Earth is reshaped by cataclysmic events like
earthquakes and volcanoes.
1. Student identifies and describes the layers of the Earth
and explains how the crust and upper mantle move.
2. Student recognizes that mountains form when uplifting
forces fold, crack or bend the plates that make up the
Earth’s crust.
3. Student knows what causes earthquakes and how
they are measured.
4. Student knows what causes volcanoes and volcanic
mountains.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 9
257
Chapter 9
Lesson 2
266-271
Chapter 9
Review &
Test Prep
294-295
53
Scott Foresman
Science
Assessments
Examview 257C,
257H, 294
Scott Foresman Resources
SF Science
Leveled
Readers 257A
FCAT Science
Test Prep
Ancillary 56, 57,
58, 59, 69, 70,
144
Every Student
Learns 267
Assessment
Book Chapter 9
Test, 47-50; Unit
B Test, 55-58
Take It to the
Net 257
Quick Study
Ancillary 68, 69
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
5. Student knows the area where volcanoes and
earthquakes mostly occur.
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
266
FCAT
Benchmark
Mini-Lesson
Ancillary 34
54
SF Reading
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 5: STANDARD 2. The student understands the need for protection of the natural systems on Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.2.2.1 The student knows that reusing, recycling, and reducing the use of natural resources improves and protects the quality
of life. (Assessed as SC.G.2.2.3.)
ESSENTIAL QUESTIONS
? What is a resource? A resource is any material that can be used to satisfy a need. Natural resources can be divided into two groups: energy
resources (e.g., sunlight, wind, moving water, fossil fuels) and material resources (e.g., minerals, plants, animals, rocks, soil.)
? What is conservation and why is it important to ecosystems? Conservation is the wise use and protection of a natural resource.
Conservation is important to an ecosystem because it improves the quality of life for all living things.
? What are the three R’s of conservation? The three R’s are reduce, reuse, and recycle. Reduce means limiting the consumption of a resource
by cutting back on its use. Reuse means not throwing away materials that could be used over again such as bags or shoe boxes. Recycling
means recovering a waste resource and using the recovered material to make a new product such as paper, cardboard, glass, aluminum, or
plastic. All three of these practices save resources, materials, and energy.
? How does recycling help landfills? Finding a place suitable for a landfill is not easy. Some places are too close to drinking water resources
that might be contaminated by harmful liquids getting into ground water. Other places are too populated, and people don’t want to live near
the landfill. When a location is found, recycling saves space for more non-reusable wastes and extends the usefulness of the landfill.
Recycling programs also raise money that can be used to pay for landfill management.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student extends and refines knowledge of
ways people can reuse, recycle, and reduce the use of
resources to improve and protect their quality of life.
1. Student knows a resource is any material that can be
used to satisfy a need.
2. Student understands that conservation means to
control the use or maintenance of a natural resource
through preserving or protecting it.
3. Student understands reducing, reusing and recycling
are ways to conserve resources.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 10
297
Chapter 10
Lesson 4
318-321
Chapter 10
Review &
Test Prep
326-327
Scott Foresman
Science
Assessments
Examview 297C,
297H, 326
FCAT Science
Test Prep
Ancillary 44, 47,
55, 62, 63, 65
Scott Foresman Resources
SF Science
Activity Flip
Chart 297E
Leveled
Readers 297A
Every Student
Learns 319
Quick Study
Ancillary 84, 85
55
SF Reading
5.2 Everglades,
Florida
Everglades,
196a-215l
5.2 Action
Against
Pollution,
196-197
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
4. Student knows that conserving resources improves the
quality of life in an ecosystem.
Scott Foresman
Science
Assessments
Assessment
Book Chapter 10
Test, 51-54; Unit
B Test, 55-58
Scott Foresman Resources
SF Science
Take It to the
Net 297
Quick Activity
Transparencies
318
FCAT
Benchmark
Mini-Lesson
Ancillary 25, 41,
42
56
SF Reading
STRAND E: EARTH AND SPACE
GRADE 5: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life
on Earth.
REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.
BENCHMARK SC.E.1.2.1 The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun causes changes in
season, length of day, and energy available. (AA: MC, SR)
ESSENTIAL QUESTIONS
? What is an elliptical orbit? An elliptical orbit is the path a planet makes as it orbits the sun. An elliptical orbit is not a circle, but is instead an
oval-shaped path. This slight change in the shape of the Earth’s orbit moves the Earth’s Northern Hemisphere closer to the sun in January
(147 million km from the sun) and further away from the sun in July (152 million km.) However, summer does not occur in January, so Earth’s
elliptical orbit does not affect the seasons. Instead the seasons are caused by the tilt of the Earth on its axis and the different angles at which
sunlight strikes the Earth’s surface as it orbits the sun. The slight difference in the distance (5 million km) caused by the Earth’s elliptical orbit
around the sun is insignificant.
? What causes the seasons? The seasons are caused by the tilt of the Earth. Because Earth is tilted 23.5 degrees on its axis, the angle at
which sunlight strikes the Earth changes during different months of the year. On June 21, the summer solstice, the Earth’s Northern
Hemisphere is tilted toward the sun, and sunlight strikes at smaller angles causing more daylight hours than night and warm temperatures. By
September 22, the autumn equinox, Earth reaches a position in its orbit where its tilt is neither toward or away from the sun, day and night
hours are equal all over the Earth, and temperatures cool. On December 21, the winter solstice, the Northern Hemisphere is tilted away from
the sun and sunlight strikes at larger angles, causing less daylight and more night hours and colder temperatures. By March 21, the vernal
equinox, Earth’s position and tilt is neither toward or away from the sun again, day and night is equal all over the world, temperatures are
warming once more, and it is spring in the Northern Hemisphere. The seasons in the Southern Hemisphere are the opposite: our summer is
their winter season, and our winter is their summer season because of the Earth’s tilt.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that the tilt of the Earth
causes the change in seasons, length of daylight
hours, and amount of available energy.
1. Student knows that the orbit of the Earth is slightly
elliptical, and so the Earth is closest to the sun in
January and furthest away in July.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 17
542-545
Lesson 1
Chapter 17
Lesson 1
57
546-547
Scott Foresman
Science
Assessments
Examview 537C,
537H, 566
Scott Foresman Resources
SF Science
Activity Flip
Chart 537E
Leveled
Readers 537A
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
2. Student knows that the Earth’s Northern
Hemisphere tilts toward the sun in the summer and
away from the sun in winter.
3. Student understands that the tilt of the Earth causes the
seasons (not the elliptical orbit.)
4. Student knows that the angle that sunlight strikes the
Earth’s surface (as a result of the tilt) determines the
length of daylight hours and amount of available
energy an area will receive.
Scott Foresman
Science
Assessments
FCAT Science
Test Prep
Ancillary 116,
117, 119, 127,
128, 131, 145
Assessment
Book Chapter 17
Test, 107-110;
Unit D Test, 115118
Scott Foresman Resources
SF Science
Every Student
Learns 545
Quick Study
Ancillary 130,
131
Take It to the
Net 537
Quick Activity
Transparencies
542
FCAT
Benchmark
Mini-Lesson
Ancillary 65
58
SF Reading
STRAND E: EARTH AND SPACE
GRADE 5: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life
on Earth.
REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.
BENCHMARK SC.E.1.2.2 The student knows that the combination of Earth’s movement and the moon’s own orbit around the Earth results in the
appearance of cyclical phases of the moon. (CS: MC)
ESSENTIAL QUESTIONS
? What are the moon’s phases called and how do they appear from Earth? The phases are: new moon (the dark half of the moon you don’t
see), waxing crescent (sliver or crescent lit right), first quarter (right half lit), waxing gibbous (almost fully lit right, except left edge), full moon
(fully lit), waning gibbous (almost fully lit left, except right edge), last quarter (left half lit), and waning crescent (sliver or crescent lit left.)
? How are a lunar eclipse and solar eclipse different? An eclipse occurs when one object in space casts a shadow on another. If the moon
casts a shadow on Earth, it is called a solar eclipse. A solar eclipse can only occur during the new moon phase. If the Earth casts a shadow on
the moon, it is called a lunar eclipse. A lunar eclipse can only occur when the moon is full.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows the relative positions of
the moon, Earth, and sun during each phase of the
moon from Earth.
1. Student understands the motions of the Earth-moon
system.
2. Student understands what causes lunar and solar
eclipses.
3. Student compares and contrasts Earth and moon
surface features.
Scott Foresman Science
Teacher Edition
Lessons
Pages
537D
Chapter 17
Directed
Inquiry
Chapter 17
537
Chapter 17
Lesson 4
558-561
Chapter 17
Guided
Inquiry
562-563
Chapter 17
Review &
Test Prep
566-567
59
Scott Foresman
Science
Assessments
Examview 537C,
537H, 566
FCAT Science
Test Prep
Ancillary 115,
116, 128, 129,
145
Assessment
Book Chapter 17
Test, 107-110;
Unit D Test, 115118
Scott Foresman Resources
SF Science
Lab Zone
Science 537D,
562
Leveled
Readers 537A
Quick Study
Ancillary 136,
137
Take It to the
Net 537, 562
Workbook 167,
173
SF Reading
STRAND E: EARTH AND SPACE
GRADE 5: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life
on Earth.
REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.
BENCHMARK SC.E.1.2.3 The student knows that the sun is a star and that its energy can be captured or concentrated to generate heat and light
for work on Earth. (CS: MC) [Teach along with SC.E.1.2.4.]
ESSENTIAL QUESTIONS
? What is the sun? The sun is a star, a very hot ball of glowing hydrogen gas. Its surface temperature is 10,000 oF, and increases to 27,000,000
o
F in its core. It looks different than other stars because it is so close to the Earth. The sun is only 150,000,000 km away or 93,000,000 miles;
the next nearest star, Proxima Centauri, is 40,000,000,000 km away.
? What object is at the center of our solar system? The sun is at the center of the solar system. It is also the largest object in the solar system
(330,000 times the mass of Earth or 1.8 octillion tons), and its gravity holds all the other objects in the solar system in orbit. The sun provides
almost all the energy for life on Earth. The word “solar system” means sun-system.
? What types of energy does the Earth get from the sun? The sun provides the Earth with both light (radiant energy) and heat (thermal
energy). Light waves can travel through the vacuum (emptiness) of space to all the planets. When sunlight enters the Earth’s atmosphere, it
begins to increase the motion of all the particles of matter, solids, liquids, and gases it comes into contact with making them warmer. The
more light absorbed by an object, the hotter its temperature.
? What processes depend on the sun’s light and heat energy? The water cycle, winds, weather, photosynthesis, food chains, food webs, and
energy pyramids are all processes you will study that depend on light energy from the sun.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows how the sun’s energy
affects life on Earth.
1. Student knows the sun is a star.
2. Student knows the sun is the source of almost all the
energy on Earth.
3. Student knows sun’s energy is the source of the wind
and weather.
4. Student understands that without the sun many
processes on Earth would not work.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 10
297
Chapter 10
Lesson 2
306-307
Chapter 10
Review &
Test Prep
326-327
60
Scott Foresman
Science
Assessments
Examview 297C,
297H, 326
FCAT Science
Test Prep
Ancillary 109
Scott Foresman Resources
SF Science
Leveled
Readers 297A
Every Student
Learns 307
Quick Study
Ancillary 80, 81
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
5. Student knows the sun is composed of very hot gases.
6. Student understands the sun’s structure and some
solar features.
Scott Foresman
Science
Assessments
Assessment
Book Chapter 10
Test, 51-54; Unit
B Test, 55-58
Scott Foresman Resources
SF Science
Take It to the
Net 297
Quick Activity
Transparencies
306
61
SF Reading
STRAND E: EARTH AND SPACE
GRADE 5: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life
on Earth.
REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.
BENCHMARK SC.E.1.2.4 The student knows that the planets differ in size, characteristics, and composition, and that they orbit the sun in our
solar system. (CS: MC. Also assesses SC.E.1.2.5.) [Link instruction with SC.E.1.2.5.]
ESSENTIAL QUESTIONS
? How does the Earth compare in size to the other planets in our solar system? The equatorial diameter of the Earth is 12,756 km making it
the 5th largest planet of nine in our solar system. It is larger than Mercury, Venus, Mars, and Pluto making it the largest of the rocky (solid)
planets. Jupiter, the largest planet in the solar system, is 1,300 times bigger than Earth. Saturn, second largest, is 95 times bigger. Uranus is 4
times the size of Earth, and Neptune is 17 times bigger.
? Which planet is furthest from the sun? Normally Pluto is the furthest planet from the sun at about 3.65 billion miles away. However, it does
not have the same planetary spacing the way the other planets do. Athough its orbit is mostly outside of its closest neighbor Neptune, at times
it crosses over Neptune’s orbit. For example, Pluto was closer to the sun than Neptune from 1979 to 1999. With a revolution of 248 Earth
years, Pluto will slip inside Neptune’s orbit again around the year 2199, but until then Pluto will be the furthest planet from the sun (at least
until scientists locate planet X.)
? What planetary characteristic determines the weight of an object? The force of gravity determines the weight of an object. Weight is the
measure of the force of gravity between objects. The strength of gravity between objects depends on two things: the mass of the objects and
the distance between them. The more massive a planet, the stronger its force of gravity and the heavier an object becomes as it gets closer to
the planet.
? Why do the planets orbit the sun? The sun, which accounts for 99.8% of all the total mass in the solar system, is 332,946 times more
massive than the Earth. Even though the sun is a ball of gas made mostly of hydrogen and helium, its overall mass and density creates the
gravity that holds the planets in orbit forming our solar system.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that the planets differ in
size, composition and characteristics, and that they
orbit the sun in our solar system.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 17
537
Chapter 17
Lesson 2
1. Student researches, compares and contrasts
characteristics about the planets and presents their
information to the class.
62
Scott Foresman
Science
Assessments
Examview 537C,
537H, 566
Scott Foresman Resources
SF Science
Activity Flip
Chart 537E
548-551
Leveled
Readers 537A
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
2. Student determines the size of the planets and their
distance from the sun relative to the Earth and
produces a scale model of the solar system.
3. Student determines their weight on the moon and other
planets.
4. Student will calculate the gravity on other planets
relative to the Earth.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 17
566-567
Review &
Test Prep
Scott Foresman
Science
Assessments
FCAT Science
Test Prep
Ancillary 115,
116, 118, 119,
131, 146
Assessment
Book Chapter 17
Test, 107-110;
Unit D Test, 115118
Scott Foresman Resources
SF Science
Every Student
Learns 549
Quick Study
Ancillary 132,
133
Take It to the
Net 537
Quick Activity
Transparencies
548
FCAT
Benchmark
Mini-Lesson
Ancillary 66
63
SF Reading
STRAND E: EARTH AND SPACE
GRADE 5: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life
on Earth.
REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.
BENCHMARK SC.E.1.2.5 The student understands the arrangement of planets in our solar system. (Assessed as SC.E.1.2.4.)
ESSENTIAL QUESTIONS
? What is a solar system? The term solar (sun) system (set of objects) refers to our sun, its planets, and all the other objects in orbit around the
sun and planets and the region in space where these objects (bodies) move.
? How can you remember the order of the planets from the sun? By using this or other mnemonic devices it is easier to remember the order
of the planets: My (Mercury) very (Venus) energetic (Earth) mother (Mars) just (Jupiter) served (Saturn) us (Uranus) nine (Neptune) pizzas
(Pluto.)
? What is the largest object in the solar system? The sun, a star in the center of our solar system, makes up 99.8% of the mass of our solar
system.
? What holds the solar system together? The sun is both the largest object in our solar system and the most massive. According to Newton’s
Law of Universal Gravity, the greater the mass the stronger the gravity between objects. Since the other objects in the solar system have a
much smaller mass than the sun, the sun’s gravity holds the planets, moons, asteroids, and comets in orbit.
? What motions do the sun, planets and moons have in common? There are three types of movement in our solar system 1) All objects in
the solar system rotate or “spin” on their own axis. 2) The planets, asteroids, and comets also revolve around the sun in orbits. 3) Moons also
revolve around their planets as they orbit the sun.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows the arrangement of the
planets and the asteroid belt in our solar system.
1. Student models the planet’s distances from the sun.
2. Student knows the order of the planets starting with the
closest to the sun to the furthest from the sun.
3. Student understands that different orbits vary in
distance and the time it takes to make one revolution.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 17
554-555
Lesson 3
Scott Foresman
Science
Assessments
Examview 537C,
537H, 566
Chapter 17
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 117,
120, 129, 147
64
566
Scott Foresman Resources
SF Science
Leveled
Readers 537A
Quick Study
Ancillary 134,
135
Take It to the
Net 537
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
65
Scott Foresman
Science
Assessments
Assessment
Book Chapter 17
Test, 107-110;
Unit D Test, 115118
Scott Foresman Resources
SF Science
FCAT
Benchmark
Mini-Lesson
Ancillary 67
SF Reading
STRAND E: EARTH AND SPACE
GRADE 5: STANDARD 2. The student recognizes the vastness of the universe and Earth’s place in it.
REPORT CARD S7. Understands the interaction and organization in the universe, solar system, and life on Earth.
BENCHMARK SC.E.2.2.1 The student knows that, in addition to the sun, there are many other stars that are far away. (CS: MC)
ESSENTIAL QUESTIONS
? Why are some stars brighter than others? When it comes to stars, what you see is not always what you get. Some stars look brighter than
others because they are closer to Earth. Some stars are brighter than others but don’t look like it because they are so very far away.
Astronomers understand the difference distance can make, and so they have two ways of looking at a star’s brightness. Absolute magnitude
describes how bright a star really is, and apparent magnitude describes how bright the star appears from Earth.
? How does the sun compare to other stars in the universe? According to Hurzsprung and Russell, two 20th Century astronomers, our sun is
an average, yellowish-white star. They determined this after comparing thousands of stars by these characteristics: color, size, magnitude
(brightness), and temperature. About 95% of the stars they plotted filled in a band that ran from the top left of their graph (hottest) to the
bottom right (coolest) which they called the main sequence stars. Our sun is right in the middle of the band meaning it is average in size,
brightness, and temperature.
? What will happen to our sun? All stars go through a series of changes over billions of years before they stop shining. After our sun runs out of
hydrogen, it will enter the red giant stage consuming Mercury and Venus for fuel. Earth will remain, but will become much too hot for life to
exist. Ultimately the sun will cool off into a dim, white dwarf. This won’t begin happening for several more billion years.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student classifies the stars based on their
physical properties.
1. Student knows how bright a star looks depends on its
magnitude and distance from Earth.
2. Student knows our sun is an average temperature,
average brightness, yellow star in the main sequence
stars.
3. Student knows how a star can change over its lifetime.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 16
505
Chapter 16
Lesson 2
518-523
Chapter 16
Review &
Test Prep
534-535
66
Scott Foresman
Science
Assessments
Examview 505C,
505H, 534
Scott Foresman Resources
SF Science
Activity Flip
Chart 505E
FCAT Science
Test Prep
Ancillary 63, 64,
109, 111, 112,
113, 128, 145
Leveled
Readers 505A
Assessment
Book Chapter 16
Test, 103-106;
Unit D Test, 115118
Quick Activity
Transparencies
518
Quick Study
Ancillary 126,
127
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student knows technology has costs, as
well as benefits, and can have an enormous effect on
people and other living things.
4. Student recognizes that the invention of the telescope
and other technologies have advanced our
understanding of the solar system.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 16
514-517
Lesson 1
Scott Foresman
Science
Assessments
Examview 505C,
505H, 534
Chapter 18
Lesson 3
FCAT Science
Test Prep
Ancillary 113
586
Assessment
Book Chapter 16
Test, 103-106;
Unit D Test, 115118
Scott Foresman Resources
SF Science
Leveled
Readers 505
Every Student
Learns 513
Quick Study
Ancillary 124,
125, 142
Take It to the
Net 505
FCAT
Benchmark
Mini-Lesson
Ancillary 62
67
SF Reading
STRAND F: PROCESSES OF LIFE
GRADE 5: STANDARD 1. The student describes patterns of structure and function in living things.
REPORT CARD S8. Understands patterns of structure and function in living things.
BENCHMARK SC.F.1.2.1 The student knows that the human body is made of systems with structures and functions that are related. (CS: MC)
ESSENTIAL QUESTIONS
? What is a body system? A body system (organ system) is several body organs that work together to do a specific job. (Scientists study the
structure and function of the human body in different organizational levels: cells, tissues, organs, organ systems, and organisms.)
? How are body systems related? Sometimes body systems work together. For example, the skeletal system and the muscular system work
together to help the body move; the sense organs work together with the nervous system to help receive and send messages; the respiratory,
circulatory, and digestive systems work together to get nutrients and oxygen to every part of the body and remove wastes.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands how body systems
interact.
1. Student identifies, describes, and compares the
different structures and functions of the circulatory,
respiratory, digestive, and excretory systems, and
explains how they interact.
a. Knows the circulatory system moves oxygen and food
nutrients to all the cells in the body and removes
carbon dioxide and wastes from all cells through the
blood.
b. Knows the respiratory system moves oxygen into the
blood and removes carbon dioxide and water from
the body with every breath.
c. Knows the digestive system breaks down food into
nutrients the body’s cells can use.
d. Knows the excretory system removes wastes and
toxins from the blood.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
57
Chapter 3
Lesson 1
62-69
Chapter 3
Lesson 2
70-73
Chapter 3
Lesson 3
74-79
Chapter 3
Review &
Test Prep
84-85
68
Scott Foresman
Science
Assessments
Examview 57C,
57H, 84
FCAT Science
Test Prep
Ancillary 9, 12,
13, 14, 15, 16,
17, 18, 38, 41,
134
Assessment
Book Chapter 3
Test, 9-12; Unit A
Test, 25-28
Scott Foresman Resources
SF Science
Activity Flip
Chart 57E
Leveled
Readers 57A
Every Student
Learns 65, 71
Quick Study
Ancillary 16, 17,
18, 19, 20, 21
Take It to the
Net 57
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
62, 70, 74
FCAT
Benchmark
Mini-Lesson
Ancillary 7, 8, 9,
10
69
SF Reading
STRAND F: PROCESSES OF LIFE
GRADE 5: STANDARD 1. The student describes patterns of structure and function in living things.
REPORT CARD S8. Understands patterns of structure and function in living things.
BENCHMARK SC.F.1.2.1 (continued) The student knows that the human body is made of systems with structures and functions that are related.
(CS: MC)
ESSENTIAL QUESTIONS
? How do body systems work together? Having body systems that work together is important for living organisms. Cells work together to form
tissues, tissues work together to form organs, organs work together to form body systems, and body systems work together to keep you alive.
? What body system controls all the other systems? The nervous system controls all the other body systems, and therefore is the most
important system. It detects changes in both the body and the environment and transmits information from one part of the body to another.
The central nervous system determines how the entire body will respond to change.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 (continued) - The student understands how
body systems interact.
2. Student identifies, describes, and compares the
structures and functions of the skeletal, muscular, and
nervous systems, and explains how they interact.
a. Knows the skeletal system is made of bones that
support the body and protect some organs.
b. Knows that bones meet at joints, where they are
attached to each other and to muscles.
c. Knows that bones are attached to other bones by
ligaments, and muscles are attached to bones by
tendons.
d. Knows the muscular system is made of voluntary,
smooth, and cardiac muscles with different
functions.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
57
Chapter 3
Lesson 1
62-69
Chapter 3
Lesson 2
70-73
Chapter 3
Lesson 3
74-79
Chapter 3
Review &
Test Prep
84-85
70
Scott Foresman
Science
Assessments
Examview 57C,
57H, 84
FCAT Science
Test Prep
Ancillary 9, 12,
13, 14, 15, 16,
17, 18, 38, 41,
134
Assessment
Book Chapter 3
Test, 9-12; Unit A
Test, 25-28
Scott Foresman Resources
SF Science
Activity Flip
Chart 57E
Leveled
Readers 57A
Every Student
Learns 65, 71
Quick Study
Ancillary 16, 17,
18, 19, 20, 21
Take It to the
Net 57
SF Reading
5.3 The Big
Ouchie:
Avoiding Sports
Injuries, 302305l
5.4 The Brain
and Memory,
472-473l
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
e. Knows the peripheral nervous system is made of
sensory organs that send and receive messages to
and from the brain.
f. Knows the central nervous system is made up of the
brain, spinal cord, nerves and nerve cells that
control the body’s responses to stimuli.
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
62, 70, 74
FCAT
Benchmark
Mini-Lesson
Ancillary 7, 8, 9,
10
71
SF Reading
STRAND F: PROCESSES OF LIFE
GRADE 5: STANDARD 1. The student describes patterns of structure and function in living things.
REPORT CARD S8. Understands patterns of structure and function in living things.
BENCHMARK SC.F.1.2.4 The student knows that similar cells form different kinds of structures. (CS: MC)
ESSENTIAL QUESTIONS
? What is a microscope? A microscope is a magnifying tool that makes very small objects appear larger. Microscopes are used by scientists to
see objects or organisms too small to be seen with the eyes. They call these objects or organisms microscopic which means you need to
use a microscope to see them.
? What are cells? A cell is the simplest (basic) unit of structure and function of life. Cells carry out the activities that keep living things alive. A
cell is itself a living unit capable of making more cells like itself (reproducing.) In fact, new cells can only come from existing cells. Most cells
are microscopic. (Robert Hooke, an English scientist, first used the word “cell” to describe a thin piece of cork plant tissue he observed in
1665 with a crude microscope. He reported that the tissue all seemed to be made up of compartments, or cells, surrounded by walls. In fact
he made a drawing of what he saw.)
? What is the Cell Theory? The Cell Theory states that “living things are made up of cells or materials made by cells.” Each cell contains the
same essential parts, nucleus, cytoplasm, and cell membrane. Together they comprise the basic living stuff of which all life is made. (In 1839,
174 years after Hooke observed the first cork cells, two German scientists Theodor Schwann and Matthias Schleiden published a book pulling
together the observations of many scientists to form an explanation of the way living things were built. In his book Schwann reported, “We
have seen that all organisms are composed of essentially like parts, namely, of cells.” The results of their work became known as the Cell
Theory.)
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student uses magnifying tools to identify
similar cells and different kinds of structures.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
102-105
Lesson 3
1. Student uses a microscope to magnify images of plant
and animal cells and identify different cell organelles.
Scott Foresman
Science
Assessments
Examview 89C,
89H, 118
Assessment
Book Chapter 4
Test, 13-16; Unit
A Test, 25-28
Scott Foresman Resources
SF Science
Activity Flip
Chart 89E
Leveled
Readers 89A
Quick Study
Ancillary 26, 27
Quick Activity
Transparencies
102
72
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student knows the parts of plant and
animal cells.
1. Student identifies and describes different organelles
found in plant and animal cells.
2. Student understands that each cell organelle performs
a different function.
3. Student compares and contrasts plant and animal cell
structures and functions.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 2
40-41
Lesson 1
Chapter 2
Review &
Test Prep
55
Scott Foresman
Science
Assessments
FCAT Science
Test Prep
Ancillary 5, 10,
11
Scott Foresman Resources
SF Science
Leveled
Readers 33A
Assessment
Book Chapter 2
Test, 5-8; Unit A
Test, 25-28
Quick Study
Ancillary 10, 11
Every Student
Learns 40
Take It to the
Net 33
Quick Activity
Transparencies
38
73
SF Reading
STRAND F: PROCESSES OF LIFE
GRADE 5: STANDARD 1. The student describes patterns of structure and function in living things.
REPORT CARD S8. Understands patterns of structure and function in living things.
BENCHMARK SC.F.1.2.4 (continued) The student knows that similar cells form different kinds of structures. (CS: MC)
ESSENTIAL QUESTIONS
? What is an organism? An organism is any living thing. All living things have structures (parts) specially designed to do certain functions (jobs.)
Life has many different forms: plants, animals, bacteria, protists, and fungi, but all share one thing in common: they are all made of cells.
Some organisms are unicellular, or made of only one cell, like bacteria, protists, some fungi and some plants. Unicellular organisms have
organelles (tiny structures) that help them move, get food, reproduce, and respond to their surroundings (carry out life functions.) Other
organisms are multicellular, or made of many cells, including most plants, animals, and fungi. A multicellular organism’s cells work together to
keep the organism alive and help it reproduce.
? What are tissues? Tissues are groups of cells that work together to do a specific job to keep an organism alive. (All life begins as a single cell.
However, multicellular organisms quickly reproduce many other new cells that begin working together. These specialized teams of cells called
tissues then form multi-tissue organs which work together in still larger and more complex multi-organ body systems.)
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 3 - The student understands how similar cells are
arranged to form structures such as tissues and
organs in plants and animals.
1. Student understands that multi-cellular organisms have
similar cells that work together to form tissues and
organs.
2. Student uses a microscope, micro-viewer, or magnified
images to observe and compare several different
types of tissues.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 2
33
Chapter 2
Lesson 2
42-43
Chapter 2
Lesson 2
44-45
Chapter 4
Lesson 1
94-97
Chapter 4
Lesson 2
100-101
74
Scott Foresman
Science
Assessments
Examview 33C,
33H, 54, 89C,
89H, 118
FCAT Science
Test Prep
Ancillary 7, 8, 10,
11, 20
Assessment
Book Chapter 2
Test, 5-8;
Chapter 4 Test,
13-16; Unit A
Test, 25-28
Scott Foresman Resources
SF Science
Leveled
Readers 33A,
89A
Every Student
Learns 44, 97,
99, 108
Quick Study
Ancillary 12, 13
Take It to the
Net 33
SF Reading
5.6 See the
Picture! 708711l
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
102-109
Lesson 3
Chapter 4
Review &
Test Prep
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
38, 42, 94, 98
119
FCAT
Benchmark
Mini-Lesson
Ancillary 6
75
SF Reading
STRAND F: PROCESSES OF LIFE
GRADE 5: STANDARD 2. The student understands the process and importance of genetic diversity.
REPORT CARD S8. Understands patterns of structure and function in living things.
BENCHMARK SC.F.2.2.1 The student knows that many characteristics of an organism are inherited from the parents of the organism, but that
other characteristics are learned from an individual’s interactions with the environment. (CS: MC)
ESSENTIAL QUESTIONS
? Where do new cells come from? According to the Cell Theory, new cells can only come from existing cells. Cell division or mitosis is the
process in which most asexual (one parent) organisms reproduce. When a cell divides, two new identical cells are formed. Mitosis is also the
way multicellular organisms repair damaged cells, replace dying cells, or grow adding more cells to their bodies. Most multicellular organisms
reproduce sexually (with two parents.) The sex cells (sperm and egg or pollen and egg) form in a different process called meiosis. After
meiosis the new cells have half the number (haploid) of chromosomes found in the other body cells. When the resulting sex cells (gametes)
rejoin, they form a new fertilized egg cell (zygote.) The zygote then divides (mitosis) producing many new cells that specialize into tissues and
organs. The offspring inherits its genetic characteristic traits from both parents.
? What is reproduction? Reproduction is the process of making more of one’s own kind (multiplying.) Living things reproduce to make more
organisms like themselves. When organisms reproduce, many traits, or characteristics, of the parents are passed to the new generation.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that many characteristic
traits of an organism are inherited from parent to
offspring genetically (from their genes.)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 2
40-41
Lesson 1
Chapter 4
1. Student knows that organisms grow by reproducing
more cells in a process called cell division (mitosis.)
2. Student knows organisms reproduce sexually when
reproductive cells from two parents unite to form one
cell with traits from both parents.
3. Student knows reproductive cells have half the genetic
material (chromosomes) that are found in all other
body cells (and that meiosis is the process that
reduces the number of chromosomes.)
4. Student knows any physical characteristic passed from
parent to offspring is called an inherited trait.
Scott Foresman
Science
Assessments
Examview 89C,
89H, 118, 161C,
161H, 182
89
Chapter 4
Lesson 3
102-109
Chapter 4
Review &
Test Prep
118-119
Chapter 6
Lesson 2
170-173
76
FCAT Science
Test Prep
Ancillary 3, 22,
23, 31, 33
Assessment
Book Chapter 4
Test, 13-16;
Chapter 6 Test,
21-24; Unit A
Test, 25-28
Scott Foresman Resources
SF Science
Activity Flip
Chart 161E
Leveled
Readers 89A,
161A
Every Student
Learns 108, 172
Quick Study
Ancillary 26, 27,
44, 45
SF Reading
5.2 The Diver
and the
Dolphins,
Dolphin
Behavior, 134a155l
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 6
183
Review &
Test Prep
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 161
Quick Activity
Transparencies
102, 170
FCAT
Benchmark
Mini-Lesson
Ancillary 13, 14,
23
77
SF Reading
STRAND F: PROCESSES OF LIFE
GRADE 5: STANDARD 2. The student understands the process and importance of genetic diversity.
REPORT CARD S8. Understands patterns of structure and function in living things.
BENCHMARK SC.F.2.2.1 (continued)The student knows that many characteristics of an organism are inherited from the parents of the
organism, but that other characteristics are learned from an individual’s interactions with the environment. (CS: MC)
ESSENTIAL QUESTIONS
? What is an inherited trait? An inherited trait is the passing of traits or genes from parent to offspring. (When organisms sexually reproduce,
genetic information from each parent is passed to the next generation. Genes are segments of DNA that carry instructions for the traits of an
organism. Genes are located on chromosomes in the nucleus of the cell. Chromosomes and genes get divided in half in meiosis, and are
recombined in fertilization or pollination. This passing of genetic traits from parents to offspring is called heredity, hence the term inherited
trait.)
? What are flowers? Flowers are the reproductive structures of plants. Flowering plants reproduce sexually. The stamens, or male reproductive
parts, produce pollen, and the pistil, or female reproductive part, produces the eggs. Pollen and eggs join in a process called pollination.
Some plants pollinate themselves, fertilizing their eggs with wind-blown pollen. Other plants get assistance from insects, birds, or bats called
pollinators, which help cross-pollinate one plant to another. Cross-pollination has adaptive benefits allowing traits to spread through a
population over time. Traits that help plants survive are passed to future generations.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 (continued) - The student knows that many
characteristic traits of an organism are inherited from
parent to offspring genetically (from their genes.)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 2
40-41
Lesson 1
Chapter 4
5. Student knows the common characteristic structures
and functions of plants.
6. Student identifies and compares adaptations that
improve a plant’s ability to survive.
7. Student knows a plant’s leaves make food and oxygen.
(See photosynthesis SC.G.1.2.3.)
8. Student identifies traits in plants that are passed on
from parent to offspring.
Scott Foresman
Science
Assessments
Examview 89C,
89H, 118, 161C,
161H, 182
89
Chapter 4
Lesson 1
95-97
Chapter 4
Lesson 2
98-101
78
FCAT Science
Test Prep
Ancillary 3, 4, 19,
20, 21, 22, 23,
24, 28, 31, 33,
39, 134
Scott Foresman Resources
SF Science
Activity Flip
Chart 89E,
161E
Leveled
Readers 89A,
161A
Every Student
Learns 97, 99,
108, 172
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
9. Student identifies and describes the reproductive
structures and functions of a flower.
10. Student contrasts pollination and fertilization.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
102-109
Lesson 3
Chapter 4
Review &
Test Prep
118-119
Chapter 6
Lesson 2
170-173
Chapter 6
Review &
Test Prep
183
Scott Foresman
Science
Assessments
Assessment
Book Chapter 4
Test, 13-16;
Chapter 6 Test,
21-24; Unit A
Test, 25-28
Scott Foresman Resources
SF Science
Quick Study
Ancillary 22, 23,
24, 25, 26, 27,
44, 45
Take It to the
Net 89, 161
Quick Activity
Transparencies
94, 98, 102, 170
FCAT
Benchmark
Mini-Lesson
Ancillary 11, 12,
13, 14, 23
79
SF Reading
STRAND F: PROCESSES OF LIFE
GRADE 5: STANDARD 2. The student understands the process and importance of genetic diversity.
REPORT CARD S8. Understands patterns of structure and function in living things.
BENCHMARK SC.F.2.2.1 (continued)The student knows that many characteristics of an organism are inherited from the parents of the
organism, but that other characteristics are learned from an individual’s interactions with the environment. (CS: MC)
ESSENTIAL QUESTIONS
? How do organisms compete for resources? In nature all organisms, plants, and animals use many of the same resources to survive.
Because most ecosystems have limited supplies of resources, organisms are in a direct contest for enough of these resources to survive.
Their survival depends on their physical traits and ability to adapt to their environment.
? What are instincts? Instincts are innate behaviors that organisms inherit or are born with. Instincts are not unique to an individual, but instead
are shared by an entire population. Behaviors like building a shelter or nest, finding a mate, killing prey, the ability to swim or fly, migrate, or
hibernate are all examples of instinctive behaviors.
? What are learned behaviors? Animals also learn behaviors from their parents. Birds are born with the physical structures needed to fly, but
learn the skill of flying from a parent. Carnivores instinctively kill and eat other animals, but need to learn hunting skills from a parent in order to
survive. The difference between an instinct and a learned behavior is instincts are inherited inborn, and a learned behavior is not. Learning
behaviors that refine instincts help ensure survival.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student knows that some characteristic
traits are acquired by an organism through
interactions with their environment.
1. Student knows ways organisms adapt to compete for
resources.
2. Student understands some mutually beneficial
interactions that occur within ecosystems.
3. Student compares instinctive and learned behaviors.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 6
170-173
Lesson 2
Scott Foresman
Science
Assessments
Examview 161C,
161H, 182
Chapter 6
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 3, 23,
31, 33
Leveled
Readers 161A
Assessment
Book Chapter 6
Test, 21-24; Unit
A Test, 25-28
Quick Study
Ancillary 44, 45
183
80
Scott Foresman Resources
SF Science
Activity Flip
Chart 161E
Every Student
Learns 172
Take It to the
Net 161
SF Reading
5.2 The Diver
and the
Dolphins,
Dolphin
Behavior, 134a155l
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
170
FCAT
Benchmark
Mini-Lesson
Ancillary 14, 23
81
SF Reading
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 5: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.1.2.1 The student knows ways that plants, animals, and protists interact. (CS: MC)
ESSENTIAL QUESTIONS
? What are protists? The protist kingdom is made up of one-celled organisms (plants and animals) and simple many-celled organisms.
Generally microscopic in size, thousands to tens of thousands of different kinds of protists can be found in both fresh and salt water
ecosystems. Some protists are animal-like, feeding on other organisms. Other protists called algae make their food from carbon dioxide,
water, and sunlight through the process of photosynthesis.
? What are some common fresh water protists? The most common animal-like protists (protozoa) are the amoeba, euglena, and paramecium.
The most common plant-like protists are diatoms and different types of algae.
? What are salt water protists called? There are many different types of plant and animal protists found in salt water. Collectively, ocean
protozoans (animal-like protists) are called zooplankton, and the plant-like (algae) are called phytoplankton. Phytoplankton are producers, the
first link in the food chains that connect all living things, and the key to life in the oceans.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands the various roles of
single-celled organisms in the environment.
1. Student identifies the producers, consumers, and
decomposers in fresh and salt water ecosystems.
2. Student recognizes that all ecosystems have
microscopic organisms.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 1
24-25
Lesson 4
Chapter 1
Review &
Test Prep
31
Chapter 5
Lesson 6
148-153
Chapter 5
Review &
Test Prep
159
82
Scott Foresman
Science
Assessments
Examview 1C,
1H, 30, 121C,
121H, 158
FCAT Science
Test Prep
Ancillary 5, 24,
25, 26, 27, 30, 39
Assessment
Book Chapter 1
Test, 1-4;
Chapter 5 Test,
17-20; Unit A
Test, 25-28
Scott Foresman Resources
SF Science
Activity Flip
Chart 121E
Leveled
Readers 1A,
121A
Every Student
Learns 24, 149
Quick Study
Ancillary 8, 9,
40, 41
Take It to the
Net 1
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
SF Reading
(continued)
Quick Activity
Transparencies
148
GLE 2 - The student knows ways in which protists
interact with plants and animals in the environment.
1. Student identifies the plant and animal protists found in
fresh and salt water ecosystems by the roles they play
in the food webs of larger consumers.
Chapter 1
1
Chapter 1
Lesson 4
24-25
Chapter 1
Review &
Test Prep
30-31
Chapter 6
Lesson 6
148-153
Chapter 6
Review &
Test Prep
159
Examview 1C,
1H, 30, 121C,
121H, 158
FCAT Science
Test Prep
Ancillary 5, 24,
25, 26, 27, 30, 39
Assessment
Book Chapter 1
Test, 1-4;
Chapter 5 Test,
17-20; Unit A
Test, 25-28
FCAT
Benchmark
Mini-Lesson
Ancillary 18
Activity Flip
Chart 121E
Leveled
Readers 1A,
121A
Every Student
Learns 24, 149
Quick Study
Ancillary 8, 9,
40, 41
Take It to the
Net 1
Quick Activity
Transparencies
148
FCAT
Benchmark
Mini-Lesson
Ancillary 18
83
5.2 A Walk
Through a Salt
Marsh, Leveled
Reader, LR22LR24
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 5: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.1.2.2 The student knows that living things compete in a climatic region with other living things and that structural adaptations
make them fit for an environment. (AA: MC, SR)
ESSENTIAL QUESTIONS
? What is a biome? A biome is a large region characterized as having a similar climate and specific types of plant and animal life. Biomes exist
in both the ocean and on the land.
? How can climate determine an ecosystem? Climate is the general weather conditions in an area over a long period of time, including any
seasonal changes. The climate of an area is largely determined by its location on the Earth relative to the equator or poles.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands how changes in the
environment affect an organism’s adaptations.
1. Student understands that the climate of an area
determines which biome will develop.
2. Student identifies characteristics of the major land
biomes.
3. Student compares the adaptations of species that
improve their ability to survive in a particular biome.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 6
161
Chapter 6
Lesson 1
167-169
Chapter 6
Lesson 2
172-173
Chapter 6
Lesson 3
174-177
Chapter 6
Review &
Test Prep
182-183
Scott Foresman
Science
Assessments
Examview 161C,
161H, 182
Scott Foresman Resources
SF Science
Activity Flip
Chart 161E
FCAT Science
Test Prep
Ancillary 19, 23,
27, 32, 33, 34,
35, 37, 40, 41,
42, 133
Lab Zone
Science 161D,
164, 178-179
Assessment
Book Chapter 6
Test, 21-24; Unit
A Test, 25-28
Every Student
Learns 169,
172, 175
Leveled
Readers 161A
Quick Study
Ancillary 42, 43,
44, 45, 46, 47
Take It to the
Net 161
84
SF Reading
5.1 Say What?
62-63l
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
166, 174
FCAT
Benchmark
Mini-Lesson
Ancillary 16, 21,
23
85
SF Reading
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 5: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.1.2.3 The student knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals, and nutrients into
food for growth, maintenance, and reproduction. (AA: MC, SR)
ESSENTIAL QUESTIONS
? What is photosynthesis? Photo (light) - synthesis (put together) is a series of chemical reactions in which plants change water (H 2 O) and
carbon dioxide (C0 2 ) into glucose sugar (C 6 H 12 0 6 ) and oxygen (O 2. ) Photosynthesis takes place inside a plant’s leaves where a greenpigment molecule called chlorophyll is found inside chloroplasts (plant cell organelles) in the palisade cell layer just under the leaf’s epidermis.
Chlorophyll absorbs light energy, and then changes it into the chemical-bond energy needed to make sugar and oxygen. The chemical
formula for photosynthesis is: 6CO 2 (carbon dioxide) + 6H 2 O (water) e C 6 H 12 O 6 (glucose sugar) + 6O 2 (oxygen.)
? What is cellular respiration? Respiration is the process in which oxygen (O 2 ) is combined with glucose sugar (C 6 H 12 O 6 ) releasing energy and
producing water (H 2 0) and carbon dioxide (CO 2 .) The energy released is used by the plant for growth, repair, and reproduction. The process
for respiration is the opposite of photosynthesis: C 6 H 12 O 6 + 6O 2 e 6H 2 O + 6CO 2 .
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows how green plants use
carbon dioxide, water, and sunlight in the
photosynthesis process to make energy in the form of
sugar (glucose) so both plants and animals grow,
survive, and reproduce.
1. Student investigates how plants use their leaves and
sunlight to make food.
2. Student knows which leaf structures are involved in the
process of photosynthesis (palisade layer cells and
chloroplasts.)
3. Student understands that photosynthesis is the process
plants use to make sugar and oxygen from carbon
dioxide and water.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
89
Chapter 4
Lesson 1
95-97
Chapter 4
Lesson 2
98-101
Chapter 4
Review &
Test Prep
118-119
Scott Foresman
Science
Assessments
Examview 89C,
89H, 118
FCAT Science
Test Prep
Ancillary 4, 19,
21, 28, 39, 134
Assessment
Book Chapter 4
Test, 13-16; Unit
A Test, 25-28
Scott Foresman Resources
SF Science
Activity Flip
Chart 89E
Leveled
Readers 89A
Every Student
Learns 97, 99
Quick Study
Ancillary 22, 23,
24, 25
Take It to the
Net 89
86
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
4. Student understands that cellular respiration is the
process plants use to release the energy from the
sugar they make for growth, repair, and reproduction.
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
98
FCAT
Benchmark
Mini-Lesson
Ancillary 11, 12
87
SF Reading
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 5: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.1.2.3 (continued) The student knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals, and
nutrients into food for growth, maintenance, and reproduction. (AA: MC, SR)
ESSENTIAL QUESTIONS
? What is a stimulus? A stimulus is anything that causes a response in an organism.
? What is a tropism? A plant’s growth in response to a stimulus is called a tropism. Plants can’t move like animals can, but they will still respond
to a stimulus, or change in the environment. Gravitropism is when a plant’s roots grow downward in response to gravity. Phototropism is
when a plant’s leaves turn to one side of the stem responding to sunlight. The response of a plant to touch is called thigmotropism.
? Why are plants important? Plants are producers, an important source of food energy for all consumers. Producers make their own food by
photosynthesis and then become the food for other organisms as the first link in every food chain. Consumers (animals) either eat plants
(herbivores) for energy, or eat other animals (carnivores) that ate plants. Plants provide food, shelter, and nests for wild animals. Plants also
provide a wide range of raw materials that people make into other products. Some plant products include lumber, paper, syrup, paint thinner,
rubber, clothing, sugar, bread, drinks, medicines, and many more products too numerous to list.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 (continued)- The student knows how green
plants use carbon dioxide, water, and sunlight in the
photosynthesis process to make energy in the form of
sugar (glucose) so both plants and animals grow,
survive, and reproduce.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
112-113
Lesson 4
Scott Foresman
Science
Assessments
Examview 89C,
89H, 118
FCAT Science
Test Prep
Ancillary 20
5. Student predicts and then investigates to see how
plants will respond in order to get the light they need
to carry out photosynthesis.
6. Student knows that plants respond to stimuli in their
environment, and then adapt to survive.
7. Student compares plant responses to light, gravity, and
touch stimuli.
Assessment
Book Chapter 4
Test, 13-16; Unit
A Test, 25-28
88
Scott Foresman Resources
SF Science
Activity Flip
Chart 89E
Leveled
Readers 89A
Every Student
Learns 113
Quick Study
Ancillary 28, 29
SF Reading
5.2 Turtles of
the Sea,
Leveled
Reader, LR1LR3
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
8. Student knows plants are an important source of food
for consumers and raw materials for products.
Scott Foresman Science
Teacher Edition
Scott Foresman
Science
Scott Foresman Resources
Take It to the
Net 89
Quick Activity
Transparencies
110
FCAT
Benchmark
Mini-Lesson
Ancillary 14
89
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 5: STANDARD 2. The student understands the consequences of using limited natural resources.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.2.2.1 The student knows that all living things must compete for Earth’s limited resources; organisms best adapted to
compete for the available resources will be successful and pass the adaptations (traits) to their offspring. (AA: MC, SR) Also assesses SC.B.2.2.2
and SC.B.2.2.3]
ESSENTIAL QUESTIONS
? What is an ecosystem? An ecosystem is all the populations (living parts) in an area interacting with all the nonliving parts (air, water, soil,
sunlight, etc.) of the environment (analogy-neighborhood.)
? What is a habitat? A habitat (analogy-home) is the place an organism normally lives in an ecosystem. Animals live where they can find the
food and shelter they need to survive. Plants grow wherever there is enough soil, sunlight or shade, and water. For example, a fish’s habitat
is the pond; a frog’s habitat is the edge of the pond; and a snake’s habitat is under a log.
? What is a population? A population is all the same species living in a specific area at a specific time. Only organisms of the same species
(kind) can successfully mate and produce offspring that in turn can grow and produce more offspring. For example, a deciduous forest may
have a population of chipmunks and a population of rabbits.
? What is a community? A community is all the populations sharing a specific area or region. For example, the deciduous forest community
might include chipmunks, squirrels, oaks, maples, spruce, and ferns.
? What are limiting factors? For any population to thrive, there must be enough air, food, water, shelter, and living space. Any condition or
resource that affects the size of a population is called a “limiting factor,” because it limits how many members can live in the population or how
many populations can live in an ecosystem.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows the ability of an organism
to adapt to its environment increases its survival as a
species.
1. Student knows an ecosystem includes many different
populations and that different populations compete
for the same limited resources.
2. Student knows a population is a group of organisms of
the same species large enough to successfully
reproduce and survive.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 5
121
Chapter 5
Lesson 1
127-129
Chapter 6
Lesson 3
174-177
Chapter 6
Review &
Test Prep
183
90
Scott Foresman
Science
Assessments
Examview 121C,
121H, 158, 161C,
161H, 182
FCAT Science
Test Prep
Ancillary 25, 29,
136
Scott Foresman Resources
SF Science
Activity Flip
Chart 121E
Lab Zone
Science 121D,
124
Leveled
Readers 121A,
161A
SF Reading
5.2 The Diver
and the
Dolphins,
Dolphin
Behavior, 134a155l
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
3. Student knows a habitat is the place in an ecosystem
where an organism lives.
4. Student understands the lack of limited resources can
cause limiting factors that can keep organisms from
surviving and reproducing.
Scott Foresman
Science
Assessments
Assessment
Book Chapter 5
Test, 17-20;
Chapter 6 Test,
21-24; Unit A
Test, 25-28
Scott Foresman Resources
SF Science
Every Student
Learns 125, 175
Quick Study
Ancillary 30, 31,
46, 47
Quick Activity
Transparencies
126, 174
Take It to the
Net 121
FCAT
Benchmark
Mini-Lesson
Ancillary 15, 22
91
SF Reading
5.2 Turtles of
the Sea,
Leveled
Reader, LR1LR3
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 5: STANDARD 2. The student understands the consequences of using limited natural resources.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.2.2.1 (continued) The student knows that all living things must compete for Earth’s limited resources; organisms best
adapted to compete for the available resources will be successful and pass the adaptations (traits) to their offspring. (AA: MC, SR) Also assesses
SC.B.2.2.2 and SC.B.2.2.3]
ESSENTIAL QUESTIONS
? What is an adaptation? An adaptation is any structure, behavior, or other characteristic trait of an organism that helps it survive in an
ecosystem. To survive, an organism must adapt to its environment. New adaptations usually occur over long periods of time, and only arise
when there is a variety of individuals within a large population. Organisms best adapted to compete for the limited resources in their habitat
will survive, reproduce, and pass their adaptations to their offspring. Otherwise, they will die, decrease in population, and could eventually
become extinct.
? What is extinction? Extinction is when all the members of a species die. A population of organisms can only survive if there are enough
individuals to reproduce healthy offspring. Extinction is caused by a variety of natural geological and weather disasters and even asteroid
impacts. Fossil records indicate that throughout Earth’s history, many mass extinctions have occurred killing many species of organisms at
one time. These extinctions occurred because living things could not adapt to sudden and severe changes in the environment. In the past
200 years, man has also dramatically increased the extinction of hundreds of species by destroying their habitats. One thing is certain,
extinction is forever.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 (continued) - The student knows the ability of
an organism to adapt to its environment increases its
survival as a species.
5. Student knows an adaptation is a characteristic of an
organism that increases its chance of survival.
6. Student knows the consequences of not being able to
adapt to changes in the environment may lead to a
decline or extinction of populations.
7. Student knows humans can help endangered
populations.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 6
161
Chapter 6
Lesson 1
167-169
Chapter 6
Lesson 2
170-173
Chapter 6
Lesson 3
174-177
92
Scott Foresman
Science
Assessments
Examview 161C,
161H, 182
FCAT Science
Test Prep
Ancillary 31, 32,
33, 34, 35
Assessment
Book Chapter 6
Test, 21-24; Unit
A Test, 25-28
Scott Foresman Resources
SF Science
Activity Flip
Chart 161E
Lab Zone
Science 161D,
164
Leveled
Readers 161A
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 6
182-183
Review &
Test Prep
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Every Student
Learns 169,
172, 175
Quick Study
Ancillary 42, 43,
44, 45, 46, 47
Take It to the
Net 161
Quick Activity
Transparencies
166, 170, 174
FCAT
Benchmark
Mini-Lesson
Ancillary 21, 22,
23
93
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 5: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.1 The student knows that it is important to keep accurate records and descriptions to provide information and clues on
causes of discrepancies in repeated experimentations. (AA: MC)
ESSENTIAL QUESTIONS
? What is quantitative data? Quantitative data is data in numbers, usually measurements with units.
? What are qualitative observations? Qualitative observations are observations that describe the qualities of or change in an object or organism
as detected by the observer’s senses: sight, hearing, smell, taste, or touch.
? Why is it important to repeat an experimental procedure more than once? Doing an experiment only once without repeating it again to see
if the results turn out the same does not verify the outcome. When an experimental procedure is repeated with the same outcome, the results
have more validity.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands that although the
same scientific investigations may give slightly
different results when it is carried out by different
persons or at different times or places, the general
evidence collected from the investigation should be
replicated by others.
1. Student documents the purpose, materials, and
procedure of an experiment.
2. Student makes accurate qualitative and quantitative
observations.
3. Student records the data for an experiment in tables,
charts and logs.
4. Student uses multiple samples and repeats multiple
trials with the same steps and procedures.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
57
Chapter 4
Directed
Inquiry
92
Chapter 8
Directed
Inquiry
228
Chapter 8
Lesson 4
243
Unit B
Full Inquiry
332-335
94
Scott Foresman
Science
Assessments
Examview 89C,
89H, 118, 297C,
297H, 326, 569C,
569H, 596
Assessment
Book Chapter 8
Test, 43-46; Unit
B Test, 55-58
Scott Foresman Resources
SF Science
Activity Flip
Chart 225E
Lab Zone
Science 225D,
228, 332, 569D,
592
Leveled
Readers 89A,
225A, 297A,
569A
Quick Study
Ancillary 62, 63
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
5. Student analyzes their own experimental data using
graphs and mathematical equations and presents the
results of any findings.
6. Student identifies, explains, and documents the
reasoning of their science activities accurately enough
that others could replicate their results.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 18
592-593
Guided
Inquiry
Chapter 18
Review &
Test Prep
95
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 57, 225,
228, 332, 572,
592
596-597
Quick Activity
Transparencies
238, 242
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 5: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.2 The student knows that a successful method to explore the natural world is to observe and record, and then analyze
and communicate the results. (AA: MC, SR, ER) [Also assesses SC.H.1.2.4 and SC.H.3.2.2.]
ESSENTIAL QUESTIONS
? What is an investigation? An investigation is a procedure that is carried out in order to observe a response caused by a stimulus; it is not a
complete experiment.
? What is an experiment? An experiment is a procedure that is carried out and repeated under “controlled conditions” in order to discover,
demonstrate, or test a hypothesis and includes all the steps of the scientific method. Controlled conditions means one variable is changed
(the independent variable) while another variable responds to the first and is watched (the dependent variable.) Other variables (constant
variables) remain the same and are unchanged throughout the experiment. It may sound complicated but allows a scientist (student) to follow
an easy step-by-step format.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands that scientists use
different kinds of investigations depending on the
questions they are trying to answer.
1. Model study - making a model to understand an object
or event.
2. Observation study - using your senses to answer
questions and look for patterns.
3. Experimenting - testing a cause-and-effect relationship
using the scientific method.
4. Collection study - collecting objects, describing them,
grouping them, and identifying them by their proper
name.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 5
124
Directed
Inquiry
Scott Foresman
Science
Assessments
Examview 121C,
121H, 158
FCAT Science
Test Prep
Ancillary 3, 49,
68, 83, 112, 135,
136, 137
Scott Foresman Resources
SF Science
Lab Zone
Science 121D,
124, 161D, 164,
473D, 490
Chapter 6
Directed
Inquiry
164
Chapter 11
Directed
Inquiry
340
Take It to the
Net 124, 164,
473, 490
Chapter 15
473
Quick Activity
Transparencies
136, 276
Leveled
Readers 121A,
161A, 337A
FCAT
Benchmark
Mini-Lesson
Ancillary 31
96
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student understands the importance of
accuracy in conducting experiments and using
estimation when exact measurements are not
possible. (Math Benchmark MA.B.3.2.1)
1. Length to the nearest sixteenth of an inch and
millimeter.
2. Weight/mass to the nearest tenth of an ounce and
milligram.
3. Time to the nearest second interval.
4. Temperature to the nearest degree Celsius and
Fahrenheit.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 5
124
Directed
Inquiry
Chapter 6
Directed
Inquiry
164
Chapter 11
Directed
Inquiry
340
Chapter 15
473
Scott Foresman
Science
Assessments
Examview 121C,
121H, 158
FCAT Science
Test Prep
Ancillary 3, 49,
68, 83, 112, 135,
136, 137
Scott Foresman Resources
SF Science
Lab Zone
Science 121D,
124, 161D, 164,
473D, 490
Leveled
Readers 121A,
161A, 337A
Take It to the
Net 124, 164,
473, 490
Quick Activity
Transparencies
136, 276
FCAT
Benchmark
Mini-Lesson
Ancillary 31
97
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 5: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.3 The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their
own individual conclusions. (Not assessed but essential for cooperative learning in small groups.)
ESSENTIAL QUESTIONS
? How do scientists communicate? Scientists communicate the results of their investigations to other scientists orally, in written words, with
diagrams, maps, graphs, measurements, mathematical equations, and many kinds of visual displays and demonstrations.
? Why do scientists communicate their results? Communicating their results with others gives scientists a chance to see if any mistakes were
made in their experimental design, calculations, or analysis. Sharing results improves the quality of their work and may also provide new ideas
for other topics to investigate.
? What is a lab report? A lab report is a written summary of how an experiment is conducted, the purpose, procedure, data collected, results
obtained, and any conclusions that are formed.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands the importance of
communicating like a scientist.
1. Student researches information to determine what is
already known about a science project they want to
investigate.
2. Student communicates the purpose, procedure, data,
and conclusions of their own investigations in a
written lab report.
3. Student displays the purpose, procedure, data, results,
and conclusions of an investigation for peers to
review.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
102
Lesson 3
Chapter 6
Directed
Inquiry
161D
Chapter 6
Build
Background
162
Chapter 6
Guided
Inquiry
178-179
Unit A
Full Inquiry
188-191
98
Scott Foresman
Science
Assessments
FCAT Science
Test Prep
Ancillary 6
Scott Foresman Resources
SF Science
Lab Zone
Science 178,
188
Leveled
Readers 161A
Take It to the
Net 178, 188
Quick Activity
Transparencies
126, 302
FCAT
Benchmark
Mini-Lesson
Ancillary 72
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student works collaboratively to collect,
share, and record information for a scientific
investigation.
1. Student actively participates in hands-on
investigations with peers.
2. Student accepts interdependent roles (i.e., leader,
manager, recorder) to ensure the group’s academic
success.
3. Student cooperates with peers in a learning group.
4. Student helps the group complete assignments.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
102
Lesson 3
Chapter 6
Directed
Inquiry
161D
Chapter 6
Build
Background
162
Chapter 6
Guided
Inquiry
178-179
Unit A
Full Inquiry
188-191
Scott Foresman
Science
Assessments
FCAT Science
Test Prep
Ancillary 6
Scott Foresman Resources
SF Science
Lab Zone
Science 178,
188
Leveled
Readers 161A
99
Take It to the
Net 178, 188
Quick Activity
Transparencies
126, 302
FCAT
Benchmark
Mini-Lesson
Ancillary 72
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 5: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.4 The student knows that to compare and contrast observations and results is an essential skill in science. [Assessed as
SC.H.1.2.2.]
ESSENTIAL QUESTIONS
? What is a variable? A variable is any factor, condition, or event that can change in an experiment. Before you begin any experiment, you must
identify the variables that can affect the results. You then need to decide which variables you want to control and which you want to vary
(change.) The only variables that should change are factors that will confirm or reject your hypothesis.
? What is a control? Any factors, conditions or events you keep the same (constant or fixed) in an experiment are called controls. The best
experiments are designed so all the variables are controlled except the factors you think will confirm your hypothesis. For example, to test the
hypothesis “If plants are fertilized, then they will grow taller and faster.”, the amount of soil, water, and sunlight are variables that you need to
control (or fix) in the same amounts for all sets of plants. Then if one set of plants gets fertilizer and another set does not, if the plants that get
the fertilizer grow taller and faster, your hypothesis is confirmed. By controlling the other variables that could affect the plant’s growth, you test
the effect of the fertilizer.
? What is a trial? Each set of repeated measurements in an experiment is called a trial. The more measurements (observations) you make, the
more reliable your results. Whenever possible, you should repeat an experiment several times with more than one set of test samples, and
then average the results. Experiments with multiple trials and multiple samples that follow exactly the same experimental procedures in every
trial are the most valid.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student uses strategies to review,
compare and contrast, and critique science
investigations.
1. Student knows a variable is any factor that changes in
order to test the hypothesis of an experiment.
2. Student knows a control is any variable which remains
the same throughout an experiment.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 1
5
Target Skill
Unit A
Full Inquiry
188-191
Unit A
Science
Fair Project
192
100
Scott Foresman
Science
Assessments
FCAT Science
Test Prep
Ancillary 2, 36,
40, 110
Scott Foresman Resources
SF Science
Lab Zone
Science 188,
500, 537D, 540
Leveled
Readers 161A,
297A, 569A
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
GLE 2 - The students knows that an experiment must
be repeated many times and yield consistent results
before the results are accepted.
1. Student knows a trial is a set of repeated
measurements or observations.
2. Student uses multiple samples and multiple trials to
validate results.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit B
336
Science
Fair Project
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 188, 500,
537, 540
Chapter 17
Directed
Inquiry
537D
Unit D
Science
Fair Project
Chapter 1
Target Skill
608
Unit A
Full Inquiry
188-191
Unit A
Science
Fair Project
192
Leveled
Readers 161A,
297A, 569A
Unit B
Science
Fair Project
336
Take It to the
Net 188, 500,
537, 540
Chapter 17
Directed
Inquiry
537D
Quick Activity
Transparencies
10, 276, 286
Unit D
Science
Fair Project
608
101
5
Quick Activity
Transparencies
10, 276, 286
FCAT Science
Test Prep
Ancillary 2, 36,
40, 110
Lab Zone
Science 188,
500, 537D, 540
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 5: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.5 The student knows that a model of something is different from the real thing, but can be used to learn something about
the real thing. (CS: MC)
ESSENTIAL QUESTIONS
? What is a scientific model? A scientific model is a simplified version of a part or event in nature. Models explain what that part or event looks
like and how it works. Scientists make physical models to represent things that cannot be observed directly. Drawings, diagrams, objects,
mathematical equations, and computer simulations can be scientific models. Sometimes it is helpful to develop a model to explain what you
find out in an experiment. As scientists conduct more experiments, they gain new information about relationships that can be used to update
and improve existing models.
? How do models help us learn science? Models are an excellent way to understand an object or event. Functional models help answer the
question “How does it work?” Examples include electromagnets, solar cookers, and parallel and series circuits. Scale models help answer
the question “What does it look like?” and are either enlarged (e.g., plant and animal cells) or reduced (e.g., solar system, volcanoes) in size.
In both cases, scale models are built to show the relative size of the parts and their arrangements.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student uses sketches and diagrams to
propose scientific solutions to problems.
1. Student constructs a drawing with labels and/or
captions to scientifically explain a problem.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit A
192
Science
Fair Project
Unit B
Science
Fair Project
336
Chapter 11
Guided
Inquiry
362-363
102
Scott Foresman
Science
Assessments
Examview 441C,
441H, 470
Scott Foresman Resources
SF Science
Lab Zone
Science 505D,
508
Leveled
Readers 505A
Every Student
Learns 519
Quick Study
Ancillary 68, 69
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
GLE 2 - The student constructs models to compare
objects in science.
1. Student reads, interprets, and analyzes (compares and
contrasts) information represented in a scientific
model.
2. Student uses a scientific model to describe, discuss or
explain science concepts.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 14
466-467
Guided
Inquiry
Chapter 16
Directed
Inquiry
505D
Chapter 16
Directed
Inquiry
508
Chapter 16
Lesson 2
519
Unit D
Science
Fair Project
Chapter 2
Directed
Inquiry
608
Chapter 2
Guided
Inquiry
50-51
Chapter 3
Directed
Inquiry
57D
103
33D
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 508, 569
Quick Activity
Transparencies
518
FCAT
Benchmark
Mini-Lesson
Ancillary 39, 65
Examview 33C,
33H, 54, 161C,
161H, 182, 257C,
257H, 294, 297C,
297H, 326, 337C,
337H, 366, 441C,
441H, 470, 473C,
473H, 494, 505C,
505H, 534, 537C,
537H, 566, 569C,
569H, 596
Activity Flip
Chart 57E,
257E, 337E,
505E, 537E
Lab Zone
Science 33D,
50, 57D, 60,
161D, 178,
257D, 260, 290,
297D, 300,
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
60
Directed
Inquiry
Scott Foresman
Science
Assessments
FCAT Science
Test Prep
Ancillary 59, 83
Chapter 6
Directed
Inquiry
161D
Assessment
Book Chapter 12
Test, 73-76; Unit
C Test, 89-92
Chapter 6
Guided
Inquiry
178-179
Unit A
Science
Fair Project
192
Chapter 9
Directed
Inquiry
257D
Chapter 9
Directed
Inquiry
260
Chapter 9
Guided
Inquiry
290-291
Chapter 10
Directed
Inquiry
297D
104
Scott Foresman Resources
SF Science
337D, 362,
441D, 466,
473D, 476, 490,
500, 505D, 530,
537D, 540, 562
Leveled
Readers 33A,
57A, 161A,
257A, 337A,
441A, 473A,
505A, 537A,
569A
Take It to the
Net 50, 60, 178,
260, 290, 300,
362, 466, 476,
490, 500, 505,
530, 537, 540,
562
Quick Activity
Transparencies
198, 262, 266,
292
FCAT
Benchmark
Mini-Lesson
Ancillary 30
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 10
300
Directed
Inquiry
Unit B
Science
Fair Project
336
Chapter 11
Directed
Inquiry
337D
Chapter 11
Guided
Inquiry
362-363
Chapter 14
Directed
Inquiry
441D
Chapter 14
Guided
Inquiry
466-467
Chapter 15
Directed
Inquiry
473D
Chapter 15
Directed
Inquiry
476
105
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 15
490-491
Guided
Inquiry
Chapter 16
Directed
Inquiry
505D
Chapter 16
Guided
Inquiry
530-531
Chapter 17
Directed
Inquiry
537D
Chapter 17
Directed
Inquiry
540
Chapter 17
Guided
Inquiry
562-565
Unit D
Science
Fair Project
608
106
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 5: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.6 PBC The student knows that proper safety precautions should be followed during scientific investigations. (Not
assessed but essential whenever students are engaged in investigating or experimenting.)
ESSENTIAL QUESTIONS
? Why must teachers and students know the proper safety precautions before doing an investigation or experiment? Investigating
science provides students with opportunities to learn new skills, but it also means more work and responsibility for everyone. A hands-on,
inquiry-based science program requires distributing, using, and caring for materials and equipment. Understanding the appropriate ways to
conduct an investigation and the potential hazards associated with using certain materials or tools is every student’s responsibility. Likewise it
is every teacher’s responsibility to inform their students before each investigation of the potential risks associated with any materials or tools
they are being given to use. Teachers should help their students think safety wherever they are and with whatever they are doing. Ultimately,
the teacher is responsible - and can be held liable - for any situation they put a student in that may cause injury or harm if they do not know the
potential risks or have not provided the students with adequate protection and safety instruction before engaging them in an investigation or
experiment.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE - The student uses proper safety precautions
when conducting scientific investigations.
1. Student knows safety rules before doing an
investigation.
2. Student knows location of fire exits and evacuation
routes.
3. Student always wears goggles, gloves, or aprons
when instructed to do so by the teacher.
4. Student follows safety instructions and procedures
carefully.
5. Student reports accidents to the teacher
immediately.
Scott Foresman Science
Teacher Edition
Lessons
Pages
SF Science
targets proper
safety
precautions in
all scientific
investigations.
Chapter 2
Guided
Inquiry
50-51
80-81
107
Scott Foresman
Science
Assessments
Full Inquiry
Assessment 335,
503
Scott Foresman Resources
SF Science
Activity Flip
Chart 57E,
193E, 257E,
369E
Lab Zone
Science 33D,
50-51, 57D, 8081, 193D, 216217, 369D, 372
Leveled
Readers 225A
SF Reading
5.3 The Big
Ouchie:
Avoiding Sports
Injuries, 302302l
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
6. Student cleans up work area and disposes of wastes
according to the teacher’s instructions.
7. Student washes hands whenever appropriate or
instructed to do so by the teacher.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
216-217
Guided
Inquiry
Chapter 7
Guided
Inquiry
332-335
372
Unit B Full
Inquiry
Chapter 12
Directed
Inquiry
108
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Every Student
Learns 241, 480
Quick Activity
Transparencies
234
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 5: STANDARD 2. The student understands that most natural events occur in comprehensible, consistent patterns.
REPORT CARD S11. Understands that most natural events occur in patterns.
BENCHMARK SC.H.2.2.1 The student knows that natural events are often predictable and logical. (CS: MC)
ESSENTIAL QUESTIONS
? How are predictions and hypotheses different? A prediction is a guess about what will happen under certain conditions that is based on
observations and research. You use your prior knowledge or experiences to predict what will happen. A hypothesis is an idea that can be
tested by experimentation or observation. A hypothesis leads to new knowledge. Solving problems in science is like working a puzzle. There
is no single method to solve a puzzle. The methods used to answer a question depend partly on what the question is. By using a combination
of common sense, reasoning, imagination, intuition, and guesswork, scientists make predictions and form hypotheses and experiment to find
answers to puzzles.
? What is a forecast? A forecast is a prediction of what you think will happen in the future based on an established pattern, sequence, or
scientific model. Depending on the number of variables involved, sometimes a forecast is correct and other times it is incorrect.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student makes predictions for a new
investigation using data from a previous
investigation.
1. Student knows a prediction is a guess based on prior
understanding and observation.
2. Student knows a hypothesis can be tested by
experimentation and can lead to new predictions.
3. Student forecasts events and reaches decisions based
on data from charts and graphs.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 8
245
Lesson 4
Chapter 8
Lesson 5
247
Chapter 8
Guided
Inquiry
250-251
Chapter 10
Guided
Inquiry
322-323
Scott Foresman
Science
Assessments
Examview 225C,
225H, 254
Scott Foresman Resources
SF Science
Lab Zone
Science 225D,
250
Leveled
Readers 225A
Take It to the
Net 250
109
Quick Activity
Transparencies
246
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
GLE 2 - The student understands that change is
constantly occurring and uses strategies to analyze
different patterns of change.
1. Student observes stages, sequencing events, and
repeating patterns in nature.
2. Student diagrams and labels the events in natural
cycles.
3. Student diagrams data in cyclical and linear patterns.
4. Student plots data in graphs to reveal patterns or
trends.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 12
394-395
Guided
Inquiry
Chapter 16
Guided
Inquiry
Chapter 4
Directed
Inquiry
530-531
Chapter 8
Directed
Inquiry
225D
Chapter 8
225
Chapter 8
Lesson 4
244-245
Chapter 10
Directed
Inquiry
297D
Chapter 10
Guided
Inquiry
322-333
110
89D
Scott Foresman
Science
Assessments
Examview 225C,
225H, 254, 297C,
297H, 326, 369C,
369H, 398, 505C,
505H, 534, 569C,
569H, 596
FCAT Science
Test Prep
Ancillary 52, 110,
111, 113, 114,
127, 130, 131
Assessment
Book Chapter 8
Test, 43-46;
Chapter 16 Test,
103-106; Unit D
Test, 115-118
Scott Foresman Resources
SF Science
Activity Flip
Chart 505E
Lab Zone
Science 89D,
92, 225D, 250,
297D, 322,
369D, 394,
505D, 530,
569D, 572
Leveled
Readers 225A,
297A, 369A,
505A
Every Student
Learns 245,
513, 526
SF Reading
5.3 From Bees
to Honey, 306a325l
5.3 Apple Cider
Days, Leveled
Reader, LR22LR24
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Study
Ancillary 62, 63,
124, 125, 126,
127, 128, 129
Chapter 12
Directed
Inquiry
369D
Chapter 12
Guided
Inquiry
394-395
Chapter 16
Directed
Inquiry
505D
Take It to the
Net 92, 225,
250, 322, 394,
505, 537, 530,
572
Chapter 16
Directed
Inquiry
505
Quick Activity
Transparencies
242, 510
Chapter 16
Lesson 1
510-517
Chapter 16
Lesson 2
522-523
Chapter 16
Lesson 3
526-529
Chapter 16
Guided
Inquiry
530-531
111
FCAT
Benchmark
Mini-Lesson
Ancillary 28
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Chapter 16
Review &
Test Prep
535
Chapter 17
537
Chapter 18
Directed
Inquiry
569D
Chapter 18
Directed
Inquiry
572
112
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 5: STANDARD 3. The student understands that science, technology, and society are interwoven and interdependent.
REPORT CARD S12. Understands that science and society are interwoven and interdependent.
BENCHMARK SC.H.3.2.1 The student understands that people, alone or in groups, invent new tools to solve problems and do work that affects
aspects of life outside of science. (AA: MC, SR) [Also assesses SC.H.3.2.3.]
ESSENTIAL QUESTIONS
? What is technology? Technology is the use of scientific knowledge to solve problems for society. Because scientific knowledge advances
when new technologies are available, both scientific knowledge and technology build on each other. Scientific discoveries lead to new
technologies and new technology can lead to more new discoveries.
? How does society affect technology? Society’s needs, wants, and values (ethics) affects how scientific research is done. A society can
choose to either encourage or discourage different areas of scientific research. It costs money to do scientific research. The funds come from
government taxes or private companies. Usually the problems society considers most important or the research that is most promising gets
the most funding.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows areas in which technology
has improved human lives.
1. Student knows historical scientific discoveries that have
lead to new technologies.
2. Student knows ways technologies have improved the
quality of life.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit A
86-87
NASA
Unit A
NASA
120
Unit A
Career
160
Unit B
Career
224
Unit B
Career
328
Chapter 12
Lesson 4
386-393
113
Scott Foresman
Science
Assessments
Examview 369C,
369H, 398, 569C,
569H, 596
FCAT Science
Test Prep
Ancillary 79, 80,
83, 104, 105,
113, 121, 122,
123, 124, 125,
126, 129, 134,
137, 148
Scott Foresman Resources
SF Science
Activity Flip
Chart 569E
Leveled
Readers 57A,
89A, 193A,
297A, 369A,
401A, 473A,
569A
Every Student
Learns 389,
576, 582, 586
SF Reading
5.1 A City
Street Today,
122-123
5.3 Going With
the Flow, 244a261l
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 12
399
Review &
Test Prep
Unit C
Career
400
Unit C
NASA
438-439
Unit C
Career
496
Chapter 18
Directed
Inquiry
569D
Chapter 18
Lesson 1
574-579
Chapter 18
Lesson2
580-583
Chapter 18
Lesson 3
584-587
Chapter 18
Review &
Test Prep
596-597
114
Scott Foresman
Science
Assessments
Assessment
Book Chapter 12
Test, 73-76; Unit
C Test, 89-92;
Chapter 16 Test,
103-106; Chapter
18 Test, 111-114;
Unit D Test, 115118
Scott Foresman Resources
SF Science
Quick Study
Ancillary 100,
101, 138, 139,
140, 141, 142,
143
Take It to the
Net 297, 369,
473, 569
Quick Activity
Transparencies
386, 574, 580,
584
FCAT
Benchmark
Mini-Lesson
Ancillary 36, 62,
71
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
GLE 2 - The student knows that new inventions often
lead to other new inventions and ways of doing
things.
1. Student knows technological advances can lead to new
scientific discoveries.
2. Student knows society’s needs, wants, and values
determine what new technologies emerge.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit D
598-599
NASA
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Unit D
Career
Chapter 18
Lesson 1
600-601
576-579
Examview 569C,
569H, 596
Leveled
Readers 569A
Chapter 18
Review &
Test
597
Assessment
Book Chapter 18
Test, 111-114;
Unit D Test, 115118
Every Student
Learns 576
Quick Study
Ancillary 140,
141
Take It to the
Net 569
Quick Activity
Transparencies
574
FCAT
Benchmark
Mini-Lesson
Ancillary 62
115
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 5: STANDARD 3. The student understands that science, technology, and society are interwoven and interdependent.
REPORT CARD S12. Understands that science and society are interwoven and interdependent.
BENCHMARK SC.H.3.2.2 The student knows that data is collected and interpreted in order to explain an event or concept. [Assessed as
SC.H.1.2.2.]
ESSENTIAL QUESTIONS
? What are qualitative observations? Qualitative observations are observations that describe the qualities of or change in an object or organism
as detected by the observer’s senses: sight, hearing, smell, taste, or touch. Some qualitative observations include: shape, color, texture,
pattern, movement, odor, taste, and sounds.
? What is quantitative data? Quantitative data is data in numbers, usually measurements with units. Some examples of quantitative data are
length, width, or height measurements in centimeters, meters or kilometers, mass measurements in grams or kilograms; liquid measurements
in milliliters, liters, or kiloliters; temperature in degrees Celsius; and time in seconds, minutes and hours. Quantitative data can also include
numbers with units that result from mathematical calculations like volume, area, sum, or mean.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student selects appropriate graphical
representations to collect, record, and report data.
1. Student knows that qualitative data is the qualities or
change in objects and organisms.
2. Student knows that quantitative data is numbers with
units.
3. Student compares and contrasts observations or results
using Venn or other diagrams, web organizers, and
flowcharts.
4. Student constructs tables and charts to organize
observation and measurement data.
5. Student plots data onto graphs to analyze information.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 1
1D
Directed
Inquiry
Chapter 1
Directed
Inquiry
4
Chapter 1
Guided
Inquiry
26-27
Chapter 2
Directed
Inquiry
33D
116
Scott Foresman
Science
Assessments
Examview 1C,
1H, 30, 33C,
33H, 54, 89C,
89H, 118, 121C,
121H, 158, 161C,
161H, 182, 257C,
257H, 294, 337C,
337H, 398, 401C,
401H, 436, 473C,
473H, 494
FCAT Science
Test Prep
Ancillary 43, 46,
47, 53, 54, 64,
Scott Foresman Resources
SF Science
Lab Zone
Science 1D, 4,
26, 33D, 36,
89D, 114, 121D,
154, 161D, 178,
225D, 250, 332,
337D, 362,
369D, 372, 394,
401D, 432,
473D, 490, 500,
604
Leveled
Readers 1A,
33A, 89A, 121A,
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 2
36
Directed
Inquiry
Scott Foresman
Science
Assessments
65, 71, 109, 118,
121, 122, 125,
132
Scott Foresman Resources
SF Science
161A, 257A,
297A, 337A,
369A, 401A,
473A, 569A
Chapter 2
Guided
Inquiry
50-51
Chapter 4
Directed
Inquiry
89D
Chapter 4
Guided
Inquiry
114-115
Take It to the
Net 4, 26, 36,
114, 154, 178,
225, 250, 257,
332, 337, 362,
369, 372, 394,
432, 490, 500,
604
Chapter 5
Directed
Inquiry
121D
Quick Activity
Transparencies
252, 318
Chapter 5
Guided
Inquiry
154-155
Chapter 6
Directed
Inquiry
161D
Chapter 6
Guided
Inquiry
178-179
117
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit A
192
Science
Fair Project
Chapter 8
Directed
Inquiry
225D
Chapter 8
225
Chapter 9
Guided
Inquiry
290-291
Unit B
Full Inquiry
332-335
Unit B
Science
Fair Project
336
Chapter 11
Directed
Inquiry
337D
Chapter 11
Guided
Inquiry
362-363
Chapter 12
Directed
Inquiry
369D
118
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 12
372
Directed
Inquiry
Chapter 12
Guided
Inquiry
394-395
Chapter 13
Directed
Inquiry
401D
Chapter 13
Guided
Inquiry
432-433
Chapter 15
Directed
Inquiry
473D
Chapter 15
Guided
Inquiry
490-491
Unit C
Full Inquiry
500-503
Unit D
Full Inquiry
604-607
Unit D
Science
Fair Project
608
119
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 5: STANDARD 3. The student understands that science, technology, and society are interwoven and interdependent.
REPORT CARD S12. Understands that science and society are interwoven and interdependent.
BENCHMARK SC.H.3.2.3 The student knows that before a group of people build something or try something new, they should determine how it
may affect other people. [Assessed as SC.H.3.2.1.]
ESSENTIAL QUESTIONS
? What is a tradeoff? Sometimes science develops new technologies that have both good and bad effects. This forces people to consider the
value of the good effects against the bad effects. If the good effects outweigh the bad ones, accepting the use of a technology because of its
overall benefits is called a tradeoff. In a tradeoff, people ’trade’ something bad for something good. Even though most people would prefer to
only use technologies with good effects, few technology products are like that.
? What is research bias? Scientific research is based on data gathered from experiments. The results or conclusions made from that data
however are subject to interpretation. Scientific bias is when a person or company allows their beliefs or wishes to influence the results of
their experimental data. Bias occurs when the people doing the scientific research, or paying for it, want the results to support a certain
hypothesis. So, they falsely report certain conclusions about their data. For example, when the tobacco companies paid for research to show
cigarette smoking was not harmful to people’s health, they only reported the research that supported their hypothesis. However, when other
groups repeated the same experiments, most of their data showed that smoking cigarettes was very dangerous to people’s health.
? Should scientists be allowed to develop all technologies? Just because we know how to make a new technology doesn’t mean that it
should be used. Sometimes the health and safety of the individuals, community, or the environment are more important. People should be
allowed to agree or disagree on the use of any new technology they believe has more risks than benefits. Governments also have a
responsibility to keep people, other organisms, and the environment safe.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands how a solution to
one scientific problem can create another problem.
1. Student knows sometimes technologies have harmful
effects on organisms and the environment.
2. Student determines whether scientific claims are
backed by sufficient evidence or biased interpretation.
3. Student recognizes community health and safety needs
are more important than scientific advancement.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 18
569
Directed
Inquiry
Scott Foresman
Science
Assessments
FCAT Science
Test Prep
Ancillary 82
Chapter 18
Lesson 2
582-583
Chapter 18
Review &
Test Prep
596-597
Assessment
Book Chapter 18
Test, 111-114;
Unit D Test, 115118
120
Scott Foresman Resources
SF Science
Activity Flip
Chart 569E
Leveled
Readers 569A
Every Student
Learns 582
SF Reading
5.1 From the
Diary of Leigh
Botts, 20a-39l
5.1 RoboPolice, Leveled
Reader, LR1LR3
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Study
Ancillary 140,
141
Take It to the
Net 569
FCAT
Benchmark
Mini-Lesson
Ancillary 17, 34,
50, 70
121
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 5: STANDARD 3. The student understands that science, technology, and society are interwoven and interdependent.
REPORT CARD S12. Understand that science and societyare interwoven and interdependent.
BENCHMARK SC.H.3.2.4 The student knows that through the use of science processes and knowledge, people can solve problems, make
decisions, and form new ideas. (AA: MC, SR)
ESSENTIAL QUESTIONS
? How can understanding science knowledge and process skills help people? Understanding science can help all people better understand
the world around them. Developing science process skills and methods can help a person solve problems, make decisions, form new ideas,
and discover or invent new ways to improve their quality of life.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student extends and refines knowledge of
ways that, through the use of scientific processes and
knowledge, people can solve problems, make
decisions, and form new ideas.
1. Student understands that to work in some jobs people
need science knowledge and process skills.
2. Student recognizes people work in many different
careers in which they solve problems using their
science process skills.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit A
32
Career
Scott Foresman
Science
Assessments
Examview 569C,
569H, 596
Chapter 2
Directed
Inquiry
33
FCAT Science
Test Prep
Ancillary 141,
147
Unit A
Career
56
Unit A
Science
Fair Project
192
Unit B
Full Inquiry
332-335
Unit B
Science
Fair Project
336
122
Assessment
Book Chapter 18
Test, 111-114;
Unit D Test, 115118
Scott Foresman Resources
SF Science
Activity Flip
Chart 569E
Lab Zone
Science 332
Leveled
Readers 1A,
33A, 161A,
297A, 569A
Every Student
Learns 576,
582, 586, 589
Quick Study
Ancillary 138,
139, 140, 141,
142, 143, 144,
145
SF Reading
5.1 From the
Diary of Leigh
Botts, The
Rampanion,
20a-39l
5.2 Dwaina
Brooks, 178a195l
5.6 Bug-alicious! 651-653l
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 18
569
Chapter 18
Lesson 2
580-583
Chapter 18
Lesson 3
584-587
Chapter 18
Lesson 4
588-591
Chapter 18
Review &
Test Prep
596-597
Unit D
Science
Fair Project
608
123
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 33, 225,
332, 569
Quick Activity
Transparencies
574, 584, 588
FCAT
Benchmark
Mini-Lesson
Ancillary 69
SF Reading