North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Conceptual Framework for 5th Grade Science
Critical Content in the Introduction to the TEKS
The introduction to the TEKS provides the user of the standards critical information for crafting the experiences
their students will need to become successful scientific thinkers who understand the underlying processes and
nature of science as well as the specific content. Successful science education practitioners consistently place
specific content and processes within the science framework as opposed to presenting the science curriculum as a
set of discrete facts learned in isolation. Through clarification of the nature and critical processes of science, the
introduction makes clear that this more complex mode of understanding is a non-negotiable standard to which
students and practitioners will be held accountable.
Big Ideas or Enduring Understandings in Science
Big ideas or enduring understandings are the ideas that are central to science and have lasting value beyond the
classroom and lab. Identification of these ideas or understandings helps organize and focus science curriculum,
instruction, and assessments on the most important aspects of science. A big idea is a concept, theme, or issue
that gives meaning and connection to discrete facts and skills. (Wiggins & McTighe, Understanding by Design 2e,
2005)
Big ideas are powerful because they are generalizable; they help explain and unify a wide range of scientific facts
and phenomena. As students apply the big ideas across science disciplines, these big ideas function as prior
knowledge within which students can assimilate new learning rather than learning everything as if it were new.
(Coyne, 2006) Teaching every concept in the context of a big idea provides coherence across the curriculum,
allowing students to connect new ideas with big ideas or crosscutting concepts.
Essential Questions
Essential questions are those that point to the big ideas of a subject. They help students make sense of important,
but complicated ideas and knowledge. Essential questions are historically important, broad in scope, and timeless
by nature. They are arguable. By exploring essential questions, students can arrive at important understandings as
well as greater coherence in their content knowledge and skill. (Wiggins, 2007;
http://www.authenticeducation.org)
Crosscutting Concepts
Crosscutting concepts bridge disciplinary boundaries, having explanatory value through much of science. They are
fundamental to an understanding of science. The National Academies of Science have identified seven crosscutting
concepts: 1) patterns, 2) cause and effect, 3) scale, proportion and quantity, 4) systems and system models, 5)
energy and matter, 6) structure and functions, and 7) stability and change. Explicit reference to crosscutting
concepts…can help students develop a cumulative, coherent, and usable understanding of science. (A Framework
for K-12 Science; National Academy of Sciences, 2012) Students’ understanding of these crosscutting concepts
should be reinforced by repeated use of them in the context of instruction in the specific course.
This awareness of the bigger picture of science allows the students to make critical connections in content
necessary to lend richness and depth to their experiences in science.
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North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Conceptual Framework for 5th Grade Science; continued
Spiraling Content
The integrated nature of modern science requires a certain amount of review or spiraling of specific material and
the application of crosscutting concepts or unifying themes to this material.
Spiraled content allows students to access prior knowledge and apply it to current learning. Doing so better
ensures scientific understanding that is enduring. Connections are made for students when the content is spiraled
across the grade levels and the disciplines of science. When spiraling content from previous grade levels occurs,
students discover how knowledge is built upon knowledge, have affirmation of past learning, and develop a
deeper understanding by revisiting former material within new contexts. An understanding of where students
have traveled in their learning and where they will journey to in future grades is essential in making connections
and building relevancy into instruction.
Formative Assessment
Research on the common characteristics of high-achieving schools indicates that frequent assessment of student
progress with multiple opportunities for improvement is key to student success. “The consistent message of highachieving schools is that the penalty for poor performance is not a low grade, followed by a forced march to the
next unit. Rather, student performance that is less than proficient is followed by multiple opportunities to improve
performance.” (Reeves, 2003)
Formative assessment is the process by which students evaluate and reevaluate their own and others’ formal
work and conceptual ideas about the work. When students are provided frequent opportunities to assess their
work, it will minimize misconceptions and close their gaps in knowledge. This process of students consistently
reworking their efforts towards improved performance does not happen naturally. Frequent formative
assessment is also used by educators to inform and adjust instruction by ensuring that instructional goals are
being met and making necessary adjustments to instruction through remediation, re-teaching, alternative
instructional approaches, or offering more opportunities for practice. Using formative assessment raises academic
standards which effectively lead to student success. Student needs are at the basis for developing and planning a
multitude of well conceived formative assessment opportunities.
This scope and sequence has been developed to assist the educator in planning for the key components of science
instruction required by students to experience success. The larger core ideas in science have been chunked into
smaller units of study with specific student expectations listed for each. Appropriate opportunities for frequent
formative or mini-assessments are indicated at the conclusion of the smaller units. Opportunities for spiraling
content from the introduction and student expectations are indicated for each unit.
Formatting used in this document
● Including is used when the examples that follow it must be taught.
● Such as is used when the examples that follow it are suggested examples.
● Verbs are highlighted.
● Italicized and underlined are important phrases.
● Strikethrough is used when this portion of the student expectation is not included in this unit.
● Pale pink highlighting is used to indicate a supporting standard (SS).
● Green highlighting is used to indicate a readiness standard (RR).
● Blue highlighting is used to indicate Process Standards
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North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Introduction to the Fifth Grade TEKS
(1) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable
explanations and predictions of natural phenomena, as well as the knowledge generated through this
process."
(2) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend
disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.
(3) The study of elementary science includes planning and safely implementing classroom and outdoor
investigations using scientific processes, including inquiry methods, analyzing information, making
informed decisions, and using tools to collect and record information, while addressing the major
concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to
facilitate classroom and outdoor investigations for at least 50% of instructional time.
(4) In Grade 5, investigations are used to learn about the natural world. Students should understand that
certain types of questions can be answered by investigations and that methods, models, and conclusions
built from these investigations change as new observations are made. Models of objects and events are
tools for understanding the natural world and can show how systems work. They have limitations and
based on new discoveries are constantly being modified to more closely reflect the natural world.
(A) Within the physical environment, students learn about the physical properties of matter,
including magnetism, physical states of matter, relative density, solubility in water, and the
ability to conduct or insulate electrical and heat energy. Students explore the uses of light,
thermal, electrical, and sound energies.
(B) Within the natural environment, students learn how changes occur on Earth's surface and
that predictable patterns occur in the sky. Students learn that the natural world consists of
resources, including nonrenewable, renewable, and alternative energy sources.
(C) Within the living environment, students learn that structure and function of organisms can
improve the survival of members of a species. Students learn to differentiate between inherited
traits and learned behaviors. Students learn that life cycles occur in animals and plants and that
the carbon dioxide-oxygen cycle occurs naturally to support the living environment.
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North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Disciplinary Core Idea: Scientific Investigation and Reasoning
These skills are embedded in all units. They are reinforced throughout each unit during the year.
Big Ideas and Enduring Understandings: Scientific inquiry and investigation involves asking scientifically-oriented
questions, collecting evidence, forming explanations, connecting explanations to scientific knowledge and theory,
and communicating and justifying explanations. The processes of science frequently do not correspond to the
traditional portrayal of "the scientific method.”
Essential Questions:
Why are ongoing investigations in science critical to the advancement of scientific knowledge?
Why must scientific inquiry include properly structured experimentation?
What is the role of evidence in supporting scientific conclusions?
How are critical thinking and problem solving essential to making informed decisions?
What are the roles of technology and scientific tools in scientific problem solving?
How are scientific processes able to help us understand the real world?
Critical Content From the Introduction
Science is the use of evidence to construct testable explanations and predictions of natural phenomena, as well
as the knowledge generated through this process.
Elementary science includes planning and safely implementing classroom and outdoor investigations using
scientific processes, including inquiry methods, analyzing information, making informed decisions, and using
tools to collect and record information, while addressing the major concepts and vocabulary, in the context of
physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for
at least 50% of instructional time.
Investigations are used to learn about the natural world. Students should understand that certain types of
questions can be answered by investigations and that methods, models, and conclusions built from these
investigations change as new observations are made.
TEKS and Student Expectations (All of the student expectations in 5.1 - 5.4 are testable)
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations
following home and school safety procedures and environmentally appropriate and ethical practices. The
student is expected to:
(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards
during classroom and outdoor investigations; and
(B) make informed choices in the conservation, disposal, and recycling of materials.
(2) Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor
investigations. The student is expected to:
(A) describe, plan, and implement simple experimental investigations testing one variable;
(B) ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment
and technology;
(C) collect information by detailed observations and accurate measuring;
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without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
(D) analyze and interpret information to construct reasonable explanations from direct (observable) and
indirect (inferred) evidence;
(E) demonstrate that repeated investigations may increase the reliability of results;
(F) communicate valid conclusions in both written and verbal forms; and
(G) construct appropriate simple graphs, tables, maps, and charts using technology, including computers,
to organize, examine, and evaluate information.
(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to
make informed decisions. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational testing, including examining all sides of
scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
(B) evaluate the accuracy of the information related to promotional materials for products and services
such as nutritional labels;
(C) draw or develop a model that represents how something works or looks that cannot be seen such as
how a soda dispensing machine works; and
(D) connect grade-level appropriate science concepts with the history of science, science careers, and
contributions of scientists.
(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to
conduct science inquiry. The student is expected to:
(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras,
computers, hand lenses, metric rulers, Celsius thermometers , prisms , mirrors , pan balances , triple
beam balances , spring scales, graduated cylinders, beakers, hot plate , meter sticks , magnets, collecting
nets, and notebooks ; timing devices, including clocks and stopwatches; and materials to support
observations of habitats or organisms such as terrariums and aquariums; and
(B) use safety equipment, including safety goggles and gloves.
Spiraling Content
Investigations in grades 3 and 4 have included safe practices and descriptive investigations. Simple charts,
graphs and tables were a part of instruction in grades 3 and 4.
Critical Thinking in grades 3 and 4 included problem solving, critiques of scientific explanations, drawing
inferences, representation of the natural world using models, and the history of science.
Tools indicated for use in fifth grade (except prisms) have been a part of instruction in grades 3 or 4.
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North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Disciplinary Core Idea: Nature of Science
Big Ideas and Enduring Understandings Students should learn how scientific knowledge is acquired, how
scientific explanations are developed, and how scientific knowledge is modified in response to new evidence.
Scientists learn about the world through different types of investigations.
Essential Questions
Why is it important to conduct scientific investigations with safe practices?
Why are ongoing investigations in science critical to the advancement of scientific knowledge?
Why must scientific inquiry include properly structured experimentation?
What is the role of evidence in supporting scientific conclusions?
How are critical thinking and problem solving essential to making informed decisions?
Unit 1: Investigation Design and Safety Pacing: 1 week
Mini-assessment after each student expectation
Critical Content From the Introduction
Science is the use of evidence to construct testable explanations and predictions of natural phenomena, as well
as the knowledge generated through this process.
Elementary science includes planning and safely implementing classroom and outdoor investigations using
scientific processes, including inquiry methods, analyzing information, making informed decisions, and using
tools to collect and record information, while addressing the major concepts and vocabulary, in the context of
physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for
at least 50% of instructional time.
Investigations are used to learn about the natural world. Students should understand that certain types of
questions can be answered by investigations and that methods, models, and conclusions built from these
investigations change as new observations are made.
TEKS and Student Expectations
(2) Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in
classroom and outdoor investigations. The student is expected to:
(A) describe, plan, and implement simple experimental investigations testing one variable;
(B) ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment
and technology;
(C) collect information by detailed observations and accurate measuring;
(D) analyze and interpret information to construct reasonable explanations from direct (observable) and
indirect (inferred) evidence;
(E) demonstrate that repeated investigations may increase the reliability of results;
(F) communicate valid conclusions in both written and verbal forms; and
(G) construct appropriate simple graphs, tables, maps, and charts using technology, including computers,
to organize, examine, and evaluate information.
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North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations
following home and school safety procedures and uses environmentally appropriate and responsible
practices. The student is expected to:
(A) recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom
and outdoor investigations, including wearing safety goggles, washing hands, and using materials
appropriately;
(B) recognize the importance of safe practices to keep self and others safe and healthy; and
Spiraling Content
Investigations in grades 3 and 4 have included safe practices and descriptive investigations. Simple charts,
graphs, and tables were a part of instruction in grades 3 and 4.
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without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Disciplinary Core Idea: Matter
Big Ideas and Enduring Understandings Matter can be described and classified by its observable properties (e.g.,
visual, aural, textural) and by its uses. Matter can be combined in different ways. Some combinations do not
change the properties of matter.
Essential Questions
How can we organize materials and events to help us make sense of what we observe?
How are physical properties used to identify substances?
Why is it important to understand the physical properties of matter?
How can heat change the properties of a substance?
How are mass and weight related and why are they not the same thing?
How do the properties of matter affect the uses of materials?
How does matter interact with other matter?
How can the properties of matter be applied to separate mixtures and solutions?
Why are all solutions mixtures?
Unit 1: Physical Properties Pacing: 3 weeks
Mini-assessment after each student expectation
Critical Content From the Introduction No additional clarifying information is included.
TEKS and Student Expectations
(5) Matter and energy. The student knows that matter has measurable physical properties and those
properties determine how matter is classified, changed, and used. The student is expected to:
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid,
and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate
thermal energy or electric energy;
(B) identify the boiling and freezing/melting points of water on the Celsius scale;
Spiraling Content
In grade 3, students measured, tested, and recorded physical properties of matter including mass, temperature,
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magnetism, and the ability to sink or float in water. 3 grade students also classified matter as solids, liquids, or
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gases. In 4 grade, students contrasted the physical properties of matter with the addition of volume.
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3 grade has predicted, observed, and recorded changes to the states of matter caused by heating and cooling
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(SS 3.5C). 4 grade has differentiated conductors and insulators.
Crosscutting Concepts
Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions
about relationships and the factors that influence them.
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without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Unit 2: Mixtures and Solutions Pacing: 2 weeks
Mini-assessment after each student expectation
Critical Content From the Introduction No additional clarifying information is included.
TEKS and Student Expectations
(5) Matter and energy. The student knows that matter has measurable physical properties and those
properties determine how matter is classified, changed, and used. The student is expected to:
(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings
and sand; and
(D) identify changes that can occur in the physical properties of the ingredients of solutions such as
dissolving salt in water or adding lemon juice to water.
Spiraling Content
rd
In 3 grade students explored and recognized that substances combine to make mixtures. 4th grade students
compared a variety of mixtures and solutions.
Current year content integration: Properties of matter are related to how materials interact in forming mixtures
and solutions.
Crosscutting Concepts
Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A
major activity of science is investigating and explaining causal relationships and the mechanisms by which they
are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events
in new contexts.
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without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Disciplinary Core Idea: Energy
Big Ideas and Enduring Understanding: People utilize a variety of energy resources to meet basic and specific
needs of life. Current electricity can be transformed into light, heat, sound, or motion. Light behaves differently
as it interacts with different kinds of matter. Objects can be seen only when light is available to illuminate them.
Alternative energies are a way to reduce the use of fossil fuels and curb global warming. A force, acting on an
object, has both strength and a direction. A bigger push or pull makes things go faster.
Essential Questions
Why are energy transformations important?
How do circuits complete a pathway to produce light, heat or sound?
How is electricity helpful and harmful?
How has electricity changed the world?
How does light travel?
What happens to light as it passes through one medium to another?
How does energy affect our everyday lives?
In what ways can utilizing the Sun’s energy help humans reserve natural resources and fight global warming?
How is energy used?
How can the ways we use energy affect the future?
How are motion, friction, and gravity connected?
Why is developing alternative energies important?
Unit 1: Electricity Pacing: 1 week
Mini-assessment after each student expectation
Critical Content From the Introduction No additional clarifying information is included
TEKS and Student Expectations
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in
cycles, patterns, and systems. The student is expected to:
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an
electric current can pass and can produce light, heat, and sound
(5) Matter and energy. The student knows that matter has measurable physical properties and those
properties determine how matter is classified, changed, and used. The student is expected to:
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid,
and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate
thermal energy or electric energy;
Spiraling Content
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4 grade is the first introduction to the flow of electricity to create a circuit. 4 grade students also
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differentiated conductors and insulators. 4 grade students also explored an electromagnetic field; this is an
appropriate time to review this concept.
Current year content integration: The state of matter and its physical properties determine whether a material is
a conductor or insulator.
10
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without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Crosscutting Concepts
Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within
systems helps one understand the systems’ possibilities and limitations.
Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A
major activity of science is investigating and explaining causal relationships and the mechanisms by which they
are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events
in new contexts.
Unit 2: Light Pacing: 2 weeks
Mini-assessment after each student expectation
Critical Content From the Introduction No additional clarifying information is included.
TEKS and Student Expectations
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in
cycles, patterns, and systems. The student is expected to:
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one
medium to another and demonstrate that light can be reflected such as the use of mirrors or other
shiny surfaces and refracted such as the appearance of an object when observed through water
Spiraling Content
rd
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In 3 and 4 grade, students explored and differentiated various forms of energy, including light.
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5 grade is the first introduction reflection and refraction of light. Properties of materials help determine
whether a material will refract or reflect light.
Crosscutting Concepts
Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A
major activity of science is investigating and explaining causal relationships and the mechanisms by which they
are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events
in new contexts.
Unit 3: Forms of Energy Pacing: 4 weeks
Mini-assessment after each student expectation
Critical Content From the Introduction
Students learn that the natural world consists of resources, including nonrenewable, renewable, and alternative
energy sources.
TEKS and Student Expectations
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in
cycles, patterns, and systems. The student is expected to:
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
(D) design an experiment that tests the effect of force on an object.
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without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to
make informed decisions. The student is expected to:
(C) draw or develop a model that represents how something works or looks that cannot be seen such as
how a soda dispensing machine works
(7) Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources.
The student is expected to:
(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels;
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following
home and school safety procedures and environmentally appropriate and ethical practices. The student is
expected to:
(B) make informed choices in the conservation, disposal, and recycling of materials.
Spiraling Content
rd
In 3 students explored various forms of energy, including mechanical, light, sound, and heat/thermal. Fourth
grade students differentiated these forms of energy with the addition of electricity.
rd
3 grade students demonstrated and observed how position and motion can be changed by pushing and pulling
objects to show work being done(SS 3.6B)
3rd grade students have explored the characteristics of natural resources that make them useful and how
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resources may be conserved. 4 grade students classified Earth’s resources as renewable or nonrenewable (SS
4.7C).
Crosscutting Concepts
Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within
systems helps one understand the systems’ possibilities and limitations.
12
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without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Disciplinary Core Idea: Earth Science
Big Ideas and Enduring Understandings Local and regional weather and climate are affected by the amount of
solar energy these areas receive, by their proximity to a large body of water, and by their geographic location.
The Sun drives the continuous movement of water through our environment. Water is found almost everywhere
on Earth. Earth’s systems encompass the processes that drive Earth’s conditions and its continual change over
time. Agents of change include wind, water, and ice. The Earth is constantly by shaped and reshaped by these
agents.
Essential Questions
How do global factors influence local weather conditions?
What factors influence weather and climate on a global scale?
How are weather and climate interconnected?
Why are long-term weather forecasts unreliable?
How does water affect climate?
How do human activities alter Earth’s climate?
Why is it important to understand how water is constantly recycled on Earth?
What is the relationship between the water cycle and weather?
How do the Sun and the ocean interact in the water cycle?
How are states of matter and the water cycle related?
What changes have occurred to the Earth over time, how have those changes impacted Earth, and how will
changes continue to impact Earth?
How will understanding past conditions help us predict the Earth’s future?
How do natural changes to the Earth' crust impact the environment?
Unit 1: Weather and Climate Pacing: 2 weeks
Mini-assessment after each student expectation
Critical Content From the Introduction
Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary
boundaries and include patterns, cycles, systems, models, and change and constancy.
TEKS and Student Expectations
(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among
the Sun, Earth, and Moon system. The student is expected to:
(A) differentiate between weather and climate;
Spiraling Content
rd
In 3 grade, students have observed, measured, recorded, and compared weather conditions in different
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locations. 4 grade students have measured and recorded changes in weather and made predictions using
weather maps, weather symbols, and a map key. (SS 4.8A)
Crosscutting Concepts
Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions
about relationships and the factors that influence them.
13
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without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Unit 2: Water Cycle Pacing: 1 ½ weeks
Mini-assessment after each student expectation
Critical Content From the Introduction
Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary
boundaries and include patterns, cycles, systems, models, and change and constancy.
TEKS and Student Expectations:
(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among
the Sun, Earth, and Moon system. The student is expected to:
(B) explain how the Sun and the ocean interact in the water cycle
Spiraling Content
rd
th
In 3 grade, students described the sun as a provider of heat and light energy for the water cycle. In 4 grade,
students described and illustrated the continuous movement of water through the water cycle and explained
the role of the Sun (SS 4.8B).
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Current year content integration: 5 grade energy concepts (thermal, light, and solar) are an appropriate
connection in this unit.
Crosscutting Concepts
Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions
about relationships and the factors that influence them.
Systems and system models. Defining the system under study—specifying its boundaries and making explicit a
model of that system—provides tools for understanding and testing ideas that are applicable throughout science.
Unit 3: Changing Earth Pacing: 3 weeks
Mini-assessment after each student expectation
Critical Content From the Introduction
Within the natural environment, students learn how changes occur on Earth's surface and that predictable
patterns occur in the sky. Models of objects and events are tools for understanding the natural world and can
show how systems work. They have limitations and based on new discoveries are constantly being modified to
more closely reflect the natural world.
TEKS and Student Expectations
(7) Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources.
The student is expected to:
(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels;
(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to
Earth's surface by wind, water, and ice;
(D) identify fossils as evidence of past living organisms and the nature of the environments at the time
using models.
14
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without express written permission from NEISD.
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Scope and Sequence for Fifth Grade Science
Science Program
Spiraling Content
rd
3 grade students have explored and recorded how soil is formed by the weathering of rock and identified and
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compared landforms (mountains, hills, valleys, and plains). 4 grade students examined the properties of soils.
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(SS 4.7A) 3 grade also investigated rapid changes to the Earth’s surface by volcanoes, earthquakes, and
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landslides. (SS 3.7B) 4 grade students observed and identified slow changes to the Earth’s surface caused by
weathering, erosion, and deposition from wind water and ice.
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Current year content integration: In this unit it is important to integrate 5 grade concepts of force, motion, and
energy, as they are an integral part of the changes to the Earth.
Crosscutting Concepts
Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of
change or evolution of a system are critical elements of study.
Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A
major activity of science is investigating and explaining causal relationships and the mechanisms by which they
are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events
in new contexts.
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without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Disciplinary Core Idea: Space Science
Big Ideas and Enduring Understandings Patterns of motion of the objects in the solar system can be described
and predicted on the basis of observations and an understanding of gravity. These motions affect Earth’s systems.
There are many similarities and differences among the Earth, Moon, and Sun.
Essential Questions
How do the motions of Earth, Moon, and Sun affect our lives?
What is the significance of the atmosphere on Earth?
How does maintaining a healthy atmosphere affect the future of Earth’s environment?
What characteristics of Earth make it possible for life to exist on Earth and not on other planets?
Unit 1: Earth and Space Patterns Pacing: 1 week
Mini-assessment after each student expectation
Critical Content From the Introduction
Within the natural environment, students learn that predictable patterns occur in the sky.
Models of objects and events are tools for understanding the natural world and can show how systems work.
Models have limitations and based on new discoveries are constantly being modified to more closely reflect the
natural world.
TEKS and Student Expectations
(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among
the Sun, Earth, and Moon system. The student is expected to:
(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night
cycle and the apparent movement of the Sun across the sky
Spiraling Content
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In 3 grade, students have constructed models that demonstrate the relationship of the Earth, Moon, and Sun
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including orbits and positions. 3 grade students have also identified the planets in Earth’s solar system and their
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position in relation to the sun (SS 3.8D). In 4 grade, students have collected and analyzed data to identify
sequences and predict patterns in shadows, tides, seasons, and the observable appearance of the Moon over
time.
Current year content integration: Energy and force concepts are related to the movement of Earth and other
celestial bodies.
Crosscutting Concepts
Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions
about relationships and the factors that influence them.
Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A
major activity of science is investigating and explaining causal relationships and the mechanisms by which they
are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events
in new contexts.
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This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is prohibited
without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Unit 2: Earth, Moon, and Sun Pacing: 2 weeks
Mini-assessment after each student expectation
Critical Content From the Introduction
Models of objects and events are tools for understanding the natural world and can show how systems work.
Models have limitations and based on new discoveries are constantly being modified to more closely reflect the
natural world.
TEKS and Student Expectations
(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among
the Sun, Earth, and Moon system. The student is expected to:
(D) identify and compare the physical characteristics of the Sun, Earth, and Moon.
Spiraling Content
rd
In 3 grade, students have constructed models that demonstrate the positions of the Earth, Moon, and Sun
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including orbits and positions. 3 grade students have also described and illustrated the Sun as a star composed
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of gases. 3 and 4 grade have investigated processes that change the Earth’s surface.
Crosscutting Concepts
Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions
about relationships and the factors that influence them.
Systems and system models. Defining the system under study—specifying its boundaries and making explicit a
model of that system—provides tools for understanding and testing ideas that are applicable throughout science
17
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is prohibited
without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Disciplinary Core Idea: Ecology
Big Ideas and Enduring Understandings Ecosystems are ever changing because of the interdependence of
organisms and the nonliving (physical) elements of the environment. Cycles of energy, matter, and nutrients
organize and regulate ecosystems.
Essential Questions
Why is it important to protect ecosystems?
How do the living and nonliving components of ecosystems interact?
How do human activities impact the balance in ecosystems?
How do changing environmental systems affect organisms?
How do matter and energy link organisms to each other and their environments?
How does studying cycles help us to understand natural processes?
How do changes in the number of organisms in an ecosystem affect the flow of energy through a food web?
How is energy from sunlight used by all organisms in an ecosystem?
What is the relationship between producers, consumers, and decomposers?
How is the Sun the ultimate source of energy for almost all life?
Unit 1: Interactions in Ecosystems Pacing: 2 weeks
Mini-assessment after each student expectation
Critical Content From the Introduction
Students learn that the carbon dioxide-oxygen cycle occurs naturally to support the living environment.
TEKS and Student Expectations
(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within
environments. The student is expected to:
(A) observe the way organisms live and survive in their ecosystem by interacting with the living and
non-living elements;
(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as
the overpopulation of grazers or the building of highways; and
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following
home and school safety procedures and environmentally appropriate and ethical practices. The student is
expected to:
(B) make informed choices in the conservation, disposal, and recycling of materials.
Spiraling Content
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In 3 grade, students have observed and described the physical characteristics of environments and how they
support populations and communities within an ecosystem (SS 3.9A). They have also described the effects of
changes such as floods and droughts where some animals thrive and others perish or move to new locations. In
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4 grade, students know and understand that living organisms within an ecosystem interact with one another
and with their environment. Conservation and recycling are pervasive themes in the K-5 curriculum.
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This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is prohibited
without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Current year content integration: Energy concepts (light, thermal, solar, and other alternative energies) are
directly related to changes that can occur in ecosystems. Often the pursuit of energy may drastically alter
environments. Weather, the water cycle, and climate, particularly climate change, also have a pronounced effect
on ecosystems.
Crosscutting Concepts
Systems and system models. Defining the system under study—specifying its boundaries and making explicit a
model of that system—provides tools for understanding and testing ideas that are applicable throughout science.
Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of
change or evolution of a system are critical elements of study.
Unit 2: Cycles in Ecosystems Pacing: 2 weeks
Mini-assessment after each student expectation
Critical Content From the Introduction
Students learn that the carbon dioxide-oxygen cycle occurs naturally to support the living environment.
TEKS and Student Expectations
(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within
environments. The student is expected to:
(B) describe how the flow of energy derived from the Sun, used by producers to create their own food,
is transferred through a food chain and food web to consumers and decomposers;
(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.
Spiraling Content
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In 3 grade, students have studied the flow of energy in food chains. Energy flow in food webs is first introduced
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in 4 grade. 4 grade students also investigate that most producers need sunlight, water, and carbon dioxide to
make their own food (photosynthesis) and that consumers are dependent on other organisms for food.
Current year content integration: Energy concepts are an appropriate connection in this unit. Solar energy is the
original source of energy for most food chains and webs. The changes in ecosystems caused by nature and
humans will also affect the cycles that occur in ecosystems.
Crosscutting Concepts
Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within
systems helps one understand the systems’ possibilities and limitations.
Systems and system models. Defining the system under study—specifying its boundaries and making explicit a
model of that system—provides tools for understanding and testing ideas that are applicable throughout science.
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This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is prohibited
without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Disciplinary Core Idea: Organisms
Big Ideas and Enduring Understandings Living organisms have adaptive structures that function to help them
survive in different environments. Inherited traits are passed from parents to offspring. Learned behaviors also
help animals survive in their environment. Every life form goes through changes throughout its life cycle.
Essential Questions
How are structures of organisms related to their function?
What are the similarities and differences of the function of physical structures of plants and animals?
Why are adaptations essential for living things to survive?
How do characteristics of parent organisms determine the characteristics of their offspring?
How do behaviors of organisms enhance their survival?
Why do offspring resemble their parents?
Why are life cycles important?
How does variety in life cycles help different species survive?
In what ways are life cycles alike? In what ways are they different?
How do organisms change as they go through their life cycles?
What is the difference between life cycles of complete and incomplete metamorphosis?
Unit 1: Characteristics of Organisms Pacing: 2 weeks
Mini-assessment after each student expectation
Critical Content From the Introduction
Within the living environment, students learn that structure and function of organisms can improve the survival
of members of a species. Students learn to differentiate between inherited traits and learned behaviors.
TEKS and Student Expectations
(10) Organisms and environments. The student knows that organisms undergo similar life processes and have
structures that help them survive within their environments. The student is expected to:
(A) compare the structures and functions of different species that help them live and survive such as
hooves on prairie animals or webbed feet in aquatic animals;
(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a
beak and learned behaviors such as an animal learning tricks or a child riding a bicycle
Spiraling Content
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In 3 grade, students have explored how structures and functions of plants and animals allow them to survive in
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an environment. In 4 grade the term adaptation is use to label the structures and functions.
Current year content integration: Properties of matter are related to the study of characteristics of animals.
Crosscutting Concepts
Structure and function. The way in which an object or living thing is shaped and its substructure determine many
of its properties and functions.
Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of
change or evolution of a system are critical elements of study.
20
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is prohibited
without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Unit 2: Life Cycles Pacing: 1 week
Mini-assessment after each student expectation
Critical Content From the Introduction
Students learn that life cycles occur in animals and plants.
TEKS and Student Expectations
(10) Organisms and environments. The student knows that organisms undergo similar life processes and have
structures that help them survive within their environments. The student is expected to:
(C) describe the differences between complete and incomplete metamorphosis of insects.
Spiraling Content
Students have studied life cycles beginning in Kindergarten. The study has included a variety of plants and
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animals, including the unique stages of insect life cycles. In 3 grade, students investigate how plants and animals
undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs (SS
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3.10C). The term metamorphosis is first introduced in 5 grade.
Current year content integration: As animals grow and develop their properties change (mass, texture, size, etc.)
Crosscutting Concepts
Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions
about relationships and the factors that influence them.
Structure and function. The way in which an object or living thing is shaped and its substructure determine many
of its properties and functions.
21
This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is prohibited
without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
STAAR Review
TEKS and Student Expectations:
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All 5 grade TEKS: Readiness Standards and Supporting Standards
Spiraling Content:
Review Supporting Standards from grades 3 and 4:
3.5 Matter and energy. The student knows that matter has measurable physical properties and those
properties determine how matter is classified, changed, and used. The student is expected to:
(C) predict, observe, and record changes in the state of matter caused by heating or cooling; and
3.6 Force, motion, and energy. The student knows that forces cause change and that energy exists in many
forms. The student is expected to:
(B) demonstrate and observe how position and motion can be changed by pushing and pulling objects
to show work being done such as swings, balls, pulleys, and wagons;
4.7 Earth and space. The students know that Earth consists of useful resources and its surface is constantly
changing. The student is expected to:
(A) examine properties of soils, including color and texture, capacity to retain water, and ability to
support the growth of plants;
(C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and
nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.
4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among
the Sun, Earth, and Moon system. The student is expected to:
(A) measure and record changes in weather and make predictions using weather maps, weather
symbols, and a map key;
(B) describe and illustrate the continuous movement of water above and on the surface of Earth
through the water cycle and explain the role of the Sun as a major source of energy in this process; and
(C) collect and analyze data to identify sequences and predict patterns of change in shadows, tides,
seasons, and the observable appearance of the Moon over time.
3.7 Earth and space. The student knows that Earth consists of natural resources and its surface is constantly
changing. The student is expected to:
(B) investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides;
3.8 Earth and space. The student knows there are recognizable patterns in the natural world and among
objects in the sky. The student is expected to:
(D) identify the planets in Earth's solar system and their position in relation to the Sun.
3.9 Organisms and environments. The student knows that organisms have characteristics that help them
survive and can describe patterns, cycles, systems, and relationships within the environments. The student is
expected to:
(A) observe and describe the physical characteristics of environments and how they support
populations and communities within an ecosystem;
3.10 Organisms and environments. The student knows that organisms undergo similar life processes and have
structures that help them survive within their environments. The student is expected to:
(C) investigate and compare how animals and plants undergo a series of orderly changes in their
diverse life cycles such as tomato plants, frogs, and lady bugs.
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This publication is the property of North East Independent School District. Duplication in whole or in part, outside of NEISD, is prohibited
without express written permission from NEISD.
North East Independent School District
Scope and Sequence for Fifth Grade Science
Science Program
Scientific Practices
Big Ideas and Enduring Understandings: Science cuts across all disciplines.
Essential Questions:
How does science help us understand our world?
How do scientific investigations relate to and enhance the disciplines of Mathematics, Language Arts, and Social
Studies?
Unit Pacing: 6 weeks
Assessments: Reports, projects, and/or presentations.
Critical Content From the Introduction
(1) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable
explanations and predictions of natural phenomena, as well as the knowledge generated through this process."
(2) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary
boundaries and include patterns, cycles, systems, models, and change and constancy.
(3) The study of elementary science includes planning and safely implementing classroom and outdoor
investigations using scientific processes, including inquiry methods, analyzing information, making informed
decisions, and using tools to collect and record information, while addressing the major concepts and
vocabulary, in the context of physical, earth, and life sciences.
(4) In Grade 5, investigations are used to learn about the natural world. Students should understand that certain
types of questions can be answered by investigations and that methods, models, and conclusions built from
these investigations change as new observations are made. Models of objects and events are tools for
understanding the natural world and can show how systems work. They have limitations and based on new
discoveries are constantly being modified to more closely reflect the natural world.
TEKS and Student Expectations
5.2 Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in
classroom and outdoor investigations.
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Other 5 grade TEKS, as applicable, from Math, Language Arts, and Social Studies.
Spiraling Content:
Previous grade skills as appropriate.
23
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without express written permission from NEISD.