Specialized Support 5th Grade Science Scope and Sequence
nd
Nine Weeks Period
Units of Study: Energy: Energy Forms and Earth Science: Weather & Climate and Water Cycle
Essential Questions / Desired Outcomes
2
1.
2.
3.
4.
5.
6.
What types of energy do you use every day?
How does energy change?
What is the best type of energy resource?
How are alternative forms of energy valuable to us?
What cycles or patterns happen daily, monthly, annually?
What is the difference between weather and climate?
Group 1
Energy Forms
Classroom Elements
(part of every 5th grade
Science classroom
district wide)
Use this timeline as a
guide. Implement the
elements on the chart by
the weeks indicated, but
no later than. Your
students’ progress and
readiness should
determine if things can
begin sooner.
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•
•
•
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•
Recognize the effects of force on
different objects.
Identify the difference between
kinetic and potential energy.
Determine the differences in the
different forms of energy.
(mechanical, light, thermal,
electrical, and sound energy.)
Identify different real life examples
for different forms of energy.
Participate in all investigations with
peers.
Design an experiment that test the
effect of force on an object
Identify alternative energy
resources such as wind, solar,
hydroelectric, geothermal, and
biofuels
Make informed choices in the
conservation, disposal, and
recycling of materials.
Group 2
Weather & Climate
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Group 3
Water Cycle
Differentiate between weather and climate
Compare weather conditions in different
locations
Measure and record changes in weather
Make predictions using weather maps,
weather symbols, and a map key
Compare climates of regions in the United
States.
Participate in all investigations with peers.
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Explain how the Sun and the ocean
interact in the water cycle
Describe the sun as a provider of
heat and light energy for the water
cycle
Describe and illustrate the
continuous movement of water
through the water cycle
Explain the role of the Sun and
Ocean in the water cycle
North East Independent School District
Specialized Support 5th Grade Science Scope and Sequence
Key Vocabulary
Terms
Stations
Communication
force, motion, energy (mechanical,
weather, predictions, climate, cycle,
light, thermal, wind, solar, electrical, atmosphere, temperature, humidity,
precipitation, brightness, visibility, rain gauge
sound) kinetic energy, potential
energy, energy transformation,
vibrate, force, friction, radiation
convection, conduction
Procedures to teach, model & implement:
§ Matching activity, object to picture, or
photo to picture, picture to word
§ Visual tools/systems to organize student
rotation
§ Care and use of materials
§ Self-managing behaviors
§ How to request assistance
§ How to share materials
§ Clean-up and storage
§ Sharing of accomplishments
water cycle, sun, light energy,
evaporation, transpiration,
condensation, precipitation, runoff,
accumulation, infiltration, atmosphere,
forecast, weather, climate
Key stations to implement:
§ Writing Station: journaling, graphing, webbing, illustrating, projects
§ Literacy Station: books, books on tape, vocabulary development, Book Worm, Step by Step,
Big Mack
§ Experiment Station: manipulative activities, lab,
§ Computer Station: web links, Start-to-Finish books, United Streaming Video, PowerPoint,
web quest
§ Independent Station: structured activities, extension activities
Websites
Based on individual student needs as identified in IEP. (PECS, voice output device, tactile system, sign language,
write out loud)
Requesting, negation, commenting, turn taking, choice making, increase vocabulary, appropriate social communication
during inclusion period.
www.adaptedlearning.com;
Assessments
Data collection: work samples, anecdotal records, video tape, photographs, teacher made checklist
North East Independent School District