Mississippi Science Framework
Narrative Summary for Fifth Grade Science
The Fifth Grade competencies and objectives build on the Kindergarten through Fourth grade concepts. Students explore structure and function in
living systems, reproduction and heredity, behavior, populations and ecosystems, diversity, and adaptations of organisms. Students also investigate
properties and changes of properties in matter, motions, forces, transfer of energy, structure of the Earth system, Earth’s history, and Earth in the
solar system. Throughout the teaching process, inquiry, safety skills, the scientific method process, measuring, use of scientific equipment, current
events, environmental factors, and hands-on activities should be emphasized.
The Mississippi Science Framework is comprised of three content strands: Life Science, Earth and Space Science, and Physical Science. The five
process strands are Science as Inquiry, Unifying Concepts and Processes, Science and Technology, Science in Personal and Social
Perspectives, and the History and Nature of Science. The three content strands, along with the five process strands, combine to provide continuity
to the teaching of K-12 science. Even though the process strands are not listed throughout the framework, these strands should be incorporated when
presenting the content of the curriculum. Science as Inquiry is listed as a separate strand in order to place emphasis on developing the ability to ask
questions, to observe, to experiment, to measure, to problem solve, to gather data, and to communicate findings. Inquiry is not an isolated unit of
instruction and must be embedded throughout the content strands.
INQUIRY
 Develop and demonstrate an understanding of scientific inquiry using process skills.
 Form a hypothesis, predict outcomes, and conduct a fair investigation that includes manipulating variables and using experimental
controls. (DOK 3)
 Distinguish between observations and inferences. (DOK 2)
 Use precise measurement in conjunction with simple tools and technology to perform tests and collect data. (DOK 1)
-Tools (English rulers [to the nearest one-sixteenth of an inch], metric rulers [to the nearest millimeter], thermometers, scales, hand
lenses, microscopes, balances, clocks, calculators, anemometers, rain gauges, barometers, hygrometers)
-Types of data (height, mass, volume, temperature, length, time, distance, volume, perimeter, area)
 Organize and interpret data in tables and graphs to construct explanations and draw conclusions. (DOK 2)
 Use drawings, tables, graphs, and written and oral language to describe objects and explain ideas and actions. (DOK 2)
 Make and compare different proposals when designing a solution or product. (DOK 2)
 Evaluate results of different data (whether trivial or significant). (DOK 2)
 Infer and describe alternate explanations and predictions. (DOK 3)
PHYSICAL SCIENCE
 Understand relationships of the properties of objects and materials, position and motion of objects, and transfer of energy to explain
the physical world.
 Determine how the properties of an object affect how it acts and interacts. (DOK 2)
 Differentiate between elements, compounds, and mixtures and between chemical and physical changes (e.g., gas evolves, color, and/or
temperature changes). (DOK 2)
Page 1 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
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Investigate the motion of an object in terms of its position, direction of motion, and speed. (DOK 2)
-The relative positions and movements of objects using points of reference (distance vs. time of moving objects)
-Force required to move an object using appropriate devices (e.g., spring scale) ----Variables that affect speed (e.g., ramp
height/length/surface, mass of object) ------Effects of an unbalanced force on an object’s motion in terms of speed and direction
Categorize examples of potential energy as gravitational (e.g., boulder on a hill, child on a slide), elastic (e.g., compressed spring,
slingshot, rubber band), or chemical (e.g., unlit match, food). (DOK 2)
Differentiate between the properties of light as reflection, refraction, and absorption. (DOK 1)
-Image reflected by a plane mirror and a curved-surfaced mirror
-Light passing through air or water
-Optical tools such as prisms, lenses, mirrors, and eyeglasses
Describe physical properties of matter (e.g., mass, density, boiling point, freezing point) including mixtures and solutions. (DOK 1)
-Filtration, sifting, magnetism, evaporation, and flotation
-Mass, density, boiling point, and freezing point of matter
-Effects of temperature changes on the solubility of substances
Categorize materials as conductors or insulators and discuss their real life applications (e.g., building construction, clothing, animal
covering). (DOK 2)
LIFE SCIENCE
 Predict characteristics, structures, life cycles, environments, evolution, and diversity of organisms.
 Compare and contrast the diversity of organisms due to adaptations to show how organisms have evolved as a result of environmental
changes. (DOK 2)
-Diversity based on kingdoms, phyla, and classes (e.g., internal/external structure, body temperature, size, shape)
-Adaptations that increase an organism’s chances to survive and reproduce in a particular habitat (e.g., cacti needles/leaves, fur/scales)
-Evidence of fossils as indicators of how life and environmental conditions have changed
 Research and classify the organization of living things. (DOK 2)
-Differences between plant and animal cells
-Function of the major parts of body systems (nervous, circulatory, respiratory, digestive, skeletal, muscular) and the ways they
support one another
-Examples of organisms as single-celled or multi-celled
 Research and cite evidence of the work of scientists (Salk) as it contributed to the discovery and prevention of disease. (DOK 3)
 Distinguish between asexual and sexual reproduction. (DOK 1)
-Asexual reproduction processes in plants and fungi (e.g., vegetative propagation in stems, roots, and leaves of plants, budding in
yeasts, fruiting bodies in fungi) ---Asexual cell division (mushroom spores produced/dispersed)
-Sexual reproduction (e.g., eggs, seeds, fruit)
 Give examples of how consumers and producers (carnivores, herbivores, omnivores, and decomposers) are related in food chains and
food webs. (DOK 1)
Page 2 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
EARTH AND SPACE SCIENCE
 Develop an understanding of the properties of Earth materials, objects in the sky, and changes in Earth and sky.
 Categorize Earth’s materials. (DOK 1)
-Rocks, minerals, soils, water, and atmospheric gases
-Layers of the atmosphere, hydrosphere, and lithosphere
 Explain how surface features caused by constructive processes (e.g., depositions, volcanic eruptions, earthquakes) differ from
destructive processes (e.g., erosion, weathering, impact of organisms). (DOK 2)
 Summarize how weather changes. (DOK 2)
-Weather changes from day to day and over the seasons
-Tools by which weather is observed, recorded, and predicted
-Describe changes caused by humans on the environment and natural resources and cite evidence from research of ways to conserve
natural resources in the United States, including (but not limited to) Mississippi.
 Examples of Mississippi efforts include the following: (DOK 2)
-Associated Physics of America, a private company located in Greenwood Mississippi, develops ways to convert a variety of
agricultural products into efficient, environment-friendly and cost-effective energy sources.
-The Natural Resource Enterprises (NRE) Program of the Department of Wildlife and Fisheries and the Cooperative Extension
Service at MSU educate landowners in the Southeast about sustainable natural resource enterprises and compatible habitat
management practices.
-The Engineer Research and Development Center of the Vicksburg District of the U.S. Army Corps of Engineers provides quality
engineering and other professional products and services to develop and manage the Nation’s water resources, reduce flood damage,
and protect the environment.
 Predict the movement patterns of the sun, moon, and Earth over a specified time period. (DOK1)
 Compare and contrast the physical characteristics of the planets (e.g., mass, surface gravity, distance from the sun, surface
characteristics, moons). (DOK 2)
 Conclude that the supply of many Earth resources (e.g., fuels, metals, fresh water, farmland) is limited and critique a plan to extend
the use of Earth’s resources (e.g., recycling, reuse, renewal). (DOK 3)
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Greenville Public Schools-Fifth Grade Science 2015-2016
Greenville Public School District
Recommended 5th Grade Science Curriculum MAP
2015-2016
Content:
Topic:
Grading
Period
1st
Grading
Period
Objectives (PLD)
(What do your students need
to be able to DO?)
Essential Questions
Skills
*1a. Form a hypothesis,
predict outcomes, and
conduct a fair investigation
that includes manipulating
variables and using
experimental controls.
(DOK 3)
EQ1: What is the
scientific process?
EQ2: How do you
define and
investigate a
problem?
EQ3: How do you
interpret the data to
form a conclusion?
EQ4: What are the
major parts and jobs
of the human body
systems?
EQ5: What is the
main function of a
cell?
EQ6: What are
differences between
plant and animal
cells?
EQ7: What are the
similarities and
differences of the
functions of the
organs and other
physical structures
of plants and
animals?
Predict
outcomes
*1b. Distinguish between
observations and
inferences. (DOK 2
3b. Research and classify
the organization of living
things. (DOK 2)
Differences between plant
and animal cells
•Function of the major
parts of body systems
(nervous, circulatory,
respiratory, digestive,
skeletal, muscular) and the
ways they support one
another
•Examples of organisms as
single-celled or multi-celled
Page 4 of 30
Scientific
method
Hypothesis
Draw
Conclusion
Observation
and inference
Research
and classify
Suggested Activities
(HOW will you teach it?)
Activity 1: Use a power point
presentation to introduce safety
procedures.
Activity 2: Use a sample
experiment to introduce the steps
of the scientific process.
Activity 3: Using materials from
home or in class create a model of
a plant or animal cell.
Activity 4: Use index cards to have
students write down their own
description of something inside
their body to be posted
underneath one of the following
headings: skeletal system,
muscular system, nervous system,
circulatory system, respiratory
system, digestive system, other
Activity 5: To recognize the
relationships between the different
body systems, conduct a simple
experiment using the scientific
process (examples: arm wrestling,
jogging, or eating).
Resources
(What
MATERIALS will
you need?)
A Plus (Safety
in the Science
Lab, Science
and
Technology,
Scientific
Method,
Inquiry) *Use
with each
objectiveongoing).
Handout or
poster of the
scientific
process
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
observation
Rubric
MOBI
assessment
Complete What
Are Organs
and Organ
Systems
worksheet
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY core
content?)
Health: Invite a
representative
from the
Health
Department to
discuss the
functions of
the different
body systems.
Math: Graph
the results of
Activity 5.
body systems
posters
various
materials for
cells
Operation
game
Activity 6: Develop several
hypotheses. Select one to use for
a science fair project.
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Grading
Period
1st
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
3a. Compare and contrast
the diversity of organisms
due to adaptations to show
how organisms have
evolved as a result of
environmental changes.
(DOK 2)
• Diversity based on
kingdoms, phyla, and
classes (e.g.,
internal/external structure,
body temperature, size,
shape)
• Adaptations that
increase an organism’s
chances to survive and
reproduce in a particular
habitat (e.g., cacti
needles/leaves, fur/scales)
• Evidence of fossils as
indicators of how life and
environmental conditions
have changed
Page 5 of 30
Essential Questions
EQ1: How do
scientists classify
organisms?
EQ2: What are the
five kingdoms?
Skills
Explain
Compare and
Contrast
Understand:
EQ3: How do
adaptations help
plants and animals
survive in different
habitats?
Diversity
Adaptation
Reproduction
EQ4: What
adaptations allow
animals and plants
to survive in different
environments?
EQ5: How does the
diversity of bird
beaks allow them to
survive in many
environments?
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Activity 1: Categorize or match
different animals to their
habitats.
http://www.bea
conlearningcen
ter.com/Lesson
s/2742.htm
Teacher
observation
online animal
habitats
Teacher-made
assessment
pictures of
different
animals and
habitats
Oral
responses
Activity 2: In groups select an
animal, research and write
down ways in which that
particular animal adapts to its
environment.
Activity 3: Develop a model of
the life cycle of a fish or any
animal.
Activity 4: Build a model of an
animal habitat.
Activity 5: Design a chart that
categorizes the five kingdoms.
Activity 6: Animal
Classification
Play “Mystery Animal” game.
Collect a variety of animal
photographs from magazines,
books, or the internet. Include
at least one animal from each
of the major phyla and classes
studied. Attach a picture to the
back of a student and have the
student try and determine the
animal’s identity by asking
classmates only dichotomous
questions. These are
questions that have only two
possible answers, for example,
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Rubric
Performance
assessment
computers
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Health:
Have students
identify the
food group fish
belongs in on a
pyramid.
Social Studies:
Research the
different areas
where different
types of fish
grow around
the world.
Design a chart
to present to
the class.
Math: Solve
equations
based on
probability of
species
survival.
Reading:
Answer reading
comprehension
question after
reading a
passage about
fish.
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
“Does the animal have a
backbone?” Encourage the
students to ask questions
related to animal classification
such as body structure and
symmetry, body temperature,
reproduction, etc. The student
who guesses the mystery
animal using the fewest
questions wins.
Activity 7: Habitat Match
Let each group choose a
different biome. As a group,
the children are to make a
poster depicting this habitat.
As an individual, each child in
the group is to choose a living
organism from their biome
(plant or animal) and make one
that will fit on their group
poster. They are also to teach
the other members of their
group about their organism.
When all are finished, hang the
posters around the room and
hold up each organism, one at
a time. The children will have
to identify the habitat poster
the individual belongs to and
what adaptations of that
organism make them think so.
The group that made the
organism will be in charge of
telling the others whether or
not they are correct and why.
They may even find that some
Page 6 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Grading
Period
Objectives (PLD)
(What do your students need to
be able to DO?)
Essential Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
organisms have adaptations
that enable them to live in
more than one habitat.
Suggested literature: The
Great Kapok Tree or Nature’s
Green Umbrella
Page 7 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
1st
Grading
Period
3d. Distinguish between
asexual and sexual
reproduction. (DOK 1)
• Asexual reproduction
processes in plants and
fungi (e.g., vegetative
propagation in stems, roots,
and leaves of plants,
budding in yeasts, fruiting
bodies in fungi)
• Asexual cell division
(mushroom spores
produced/dispersed)
• Sexual reproduction
(e.g., eggs, seeds, fruit)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
EQ1: How can you
distinguish between
asexual and sexual
reproduction?
Compare
And Contrast
Activity 1: Search the internet
and textbook for examples of
asexual reproduction (fission,
vegetative propagation,
budding, fragmentation, and
parthenogenesis) and sexual
reproduction. Create a collage.
Potatoes,
water, clear
containers,
computers with
assess to the
internet,
pictures,
posters,
scissors,
glue/glue
sticks, seeds,
diagram of a
plant, pictures
of organisms
PreAssessment on
reproduction
EQ2: How do plants
and animals
reproduce?
Reproduction
Activity 2: Plant a seed to
grow a plant to observe
asexual reproduction (online
demonstration).
Activity 3: Use a wall diagram
to label the reproductive parts
of a plant.
*1a – 1h (inquiry)
Activity 4: Using the scientific
process, complete an
experiment on vegetative
propagation displaying
asexually reproduction using a
potato (see attachment).
Activity 5: Create a diagram of
cell division
Activity 6: Collect family
portraits to identify hereditary
traits.
Activity 7: Complete a
Page 8 of 30
Field Trip to
Fountains
Green Grocery
Stoneville
Resource
Personnel
Rubric
A Plus post
assessment
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Language
Arts: Using
different
environmental
sceneries
have students
write
descriptive
sentences.
Math: Graph
plant growth
(see Activity
2).
Community
Involvement/
Field Trip:
Invite an
environmental
specialist to
the class or
take a trip to
the Fountains
Green
Grocery.
Home
Involvement:
Talk about
your family’s
garden with
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Language Experience Activity
(LEA) after going on a field trip
to Fountains Green Grocery in
Greenville, MS.
Page 9 of 30
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
the class.
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
1st
Grading
Period
3e. Give examples of how
consumers and producers
(carnivores, herbivores,
omnivores, and
decomposers) are related in
food chains and food webs.
(DOK 1)
Essential
Questions
EQ1: What is the
food chain?
EQ2: Why is food
considered a
necessity?
EQ3: How can you
tell if an animal is a
herbivore by
examining its
structure? What
features of these
animals tell you that
they are herbivore?
EQ4: What are the
differences between
carnivores,
herbivores,
omnivores, and
decomposers?
EQ5: What are four
factors necessary
for animals to
survive
Page 10 of 30
Skills
Differentiate
between
consumers
and
producers
Suggested Activities
(HOW will you teach it?)
Activity 1: After watching the
Magic School Bus video,
observe a demonstration of
how the digestive system
works (see attachment).
Activity 2: Sort pictures or
complete a chart categorizing
organisms as consumers,
producers, and decomposers.
Activity 3: Use a Venn
Diagram to compare and
contrast characteristics of
herbivores, omnivores, and
carnivores.
Resources
(What
MATERIALS
will
you need?)
Magic School
Bus video,
Stockings,
oatmeal,
observation
logs
Chart paper,
pictures,
glue/glue stick,
Venn Diagram,
various
materials for
food chains
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Observation
Log
Teacher
observation
Rubric
Graphic
organizer
(Venn
Diagram)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Art: Create a
food chain
using various
materials (see
Activity 4).
Math: Record
percentages of
the flow of
energy on a
triangular
diagram
displaying the
different levels
of producers
and
consumers.
Activity 4: Dramatize an
interactive physical food chain.
Activity 5: Show students
photographs of the skulls of
mammals (or actual skulls if
you can get them). Have them
make observations using their
senses of the skulls. Then
infer, or draw a conclusion,
whether the animal was an
herbivore, carnivore, or
omnivore. For example, if the
eye sockets are facing forward,
the skull is likely that of a
carnivore as forward-facing
eyes are needed for hunting.
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Herbivores have eyes on either
side of the head, as they are
on the lookout for predators
even while they are eating. A
long nose indicates a good
sense of smell. Teeth are very
useful for inferring the diet of
the animal. A T-chart may be
made with the observation on
one side and the inference on
the other.
Page 11 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
1st
Grading
Period
3c. Research and cite
evidence of the work of
scientists (e.g., Pasteur,
Fleming, Salk) as it
contributed to the discovery
and prevention of disease.
(DOK 3)
1st Nine Weeks
Reinforcement of Objectives
District1st Nine Weeks
Science Test
Essential
Questions
EQ1: What were
Lewis Pasteur’s
contributions to the
discovery and
prevention of
disease?
EQ2: What
contributions did
Fleming and Salk
make to the
discovery of curing
diseases?
Skills
Research and
Cite evidence
Suggested Activities
(HOW will you teach it?)
Activity 1: Have students
identify the steps to hand
washing. Have a volunteer
demonstrate.
Activity 2: Have students
observe pictures from a
power point presentation of
infectious diseases. Use
descriptive words to describe
your observations on a
graphic organizer or bubble
map.
Resources
(What
MATERIALS
will
you need?)
Computers,
examples of
home remedies
and books,
graphic
organizers,
encyclopedias
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
observation
Rubric
Graphic
organizer
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Language
Arts: Use
adjectives (see
activity 1)
Health: Invite a
representative
from the health
department to
talk about
disease
prevention.
Activity 3: Have students
research the history of a
disease and write a report
including: 1st person account
of the history of that disease,
the challenges scientists
faced as its cause and cure
were found, natural/home
remedies, and the benefits of
such discoveries.
Activity 4: Have students
watch a presentation called
“Who Am I?” to identify early
and present scientists in the
prevention of diseases.
Page 12 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
1st
Grading
Period
2a. Determine how the
properties of an object
affect how it acts and
interacts. (DOK 2)
2b. Differentiate between
elements, compounds, and
mixtures and between
chemical and physical
changes (e.g., gas evolves,
color, and/or temperature
changes). (DOK 2)
2f. Describe physical
properties of matter (e.g.,
mass, density, boiling point,
freezing point) including
mixtures and solutions.
(DOK 1)
• Filtration, sifting,
magnetism, evaporation,
and flotation
• Mass, density, boiling
point, and freezing point of
matter
• Effects of temperature
changes on the solubility of
substances.
Essential
Questions
EQ1a: What are the
fundamental
properties of matter?
Cause and
effect
Differentiate:
EQ2a: What
materials will and
will not dissolve in
water?
EQ3a: What
properties or
characteristics
determine whether
an object will float or
sink?
EQ4b: How can you
distinguish between
a chemical and
physical change?
EQ5b: How does
temperature create
a physical change?
EQ6b: How can
you differentiate
between elements,
compounds, and
mixtures?
EQ7f: What are
physical properties?
Page 13 of 30
Skills
Elements
Compounds
Mixtures
Describe
physical
properties of
matter
Suggested Activities
(HOW will you teach it?)
Activity 1: Observe a display
of examples of solids, liquids,
and gases. Have students
chart the properties (texture,
color, and shape) of each
example.
Activity 2: Define dissolve: to
cause to disappear or vanish.
Have students hypothesize
which materials (borax,
cheerios, vegetable oil, sugar,
salt) may dissolve in cold
water. Perform the experiment
by stirring each material into a
jar of water. Make
observations. Repeat the
experiment with hot water.
Activity 3: Take a sheet of
paper and cut/tear it up to
demonstrate a physical
change. Set the sheet of
paper on fire to demonstrate a
chemical change/Cut up a
piece of bread to demonstrate
a physical change. Toast the
bread to demonstrate a
chemical change. Write
observations in observation
log.
Resources
(What
MATERIALS
will
you need?)
Examples of
states of
matter, borax,
cheerios,
vegetable oil,
sugar, salt,
cold water, hot
water,
containers,
spoons, dry
soup mix,
observation
logs, sheets of
paper, bread,
toaster oven,
packs of koolaid
http://artsedge.
kennedycenter.org/edu
cators.aspx
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
observation
Chart paper
Markers
Observation
logs
MOBI
assessment
KWL chart
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Art: Draw a
circular shape
and place
beans (skittles,
buttons, etc…)
inside to
illustrate the
movement of
the particles in
each state of
matter.
Cooking/Life
Skills:
Complete a
cooking
activity to
demonstrate a
physical
property,
physical
change, or
chemical
change (Refer
to Activity 5).
Activity 4: Demonstrate a
mixture (example: Kool-aid).
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
Essential
Questions
EQ8f: What
mixtures of solids
can be separated
based on
observable
properties of their
parts such as
particle size, shape,
color, and magnetic
attraction?
EQ8f: How can you
distinguish between
mass and matter?
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Activity 5: Have students to
discuss and respond to the
following question: What
physical properties of matter
(filtration, sifting, magnetism,
evaporation, mass, density,
boiling point, freezing point,
and temperature) can be
applied to a cooking activity
(Examples: frying chicken,
making homemade French
fries, or making teapots).
Activity 6: Seven Layer
Density Column
Explore the density of liquids
by forming a seven layer
density column. Use some or
all of the following liquids:
vegetable oil, baby oil, water,
honey, isopropyl alcohol, light
corn syrup, and dish detergent
(Dawn works best). The clear
liquids should be colored using
a few drops of food coloring for
easier discrimination of the
layers. Measure an equal
volume (25mL) of each liquid,
discussing the difference in
volume and density. Have
students predict whether each
liquid will be more or less
dense than the water, justifying
their predictions. The students
Page 14 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
will work in groups to slowly
pour the liquids one by one
into a 250mL graduated
cylinder. The honey should be
poured first, directly into the
center of the container to
prevent it from sticking to the
sides. The order of the other
liquids does not matter, as they
will find their “places” in the
density column. Measure the
layers to see that the volume
of each liquid has remained
the same. The students should
make a sketch of the density
column, coloring and labeling
each layer. Ask students,” In
order to measure the density of
each liquid, since we know the
volume of each is 25mL, what
other information would we
have to know?” Students
should state that the mass of
each liquid would also be
needed, since
density=mass/volume.
As an extension, small solid
objects may be dropped into
the liquids to test their relative
densities.
Page 15 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
1st
Grading
Period
2c. Investigate the motion
of an object in terms of its
position, direction of motion,
and speed.
(DOK 2)
• The relative positions
and movements of objects
using points of reference
(distance vs. time of moving
objects)
• Force required to move
an object using appropriate
devices (e.g., spring scale)
• Variables that affect
speed (e.g., ramp
height/length/surface, mass
of object)
• Effects of an unbalanced
force on an object’s motion
in terms of speed and
direction
Essential
Questions
EQ1a: How can
motion be
represented using
position, distance,
displacement and
time?
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Investigate
Motion
Activity 1: In groups, complete
a KWL chart on force and
motion. Display in classroom.
http://www.phy
sics4kids.com/f
iles/motion_en
ergy.html
Apply the
concepts of:
Force
EQ1b: How can you
tell what is moving
faster?
Variables
Speed
EQ2a: What forces
can change the
motion and speed of
an object, and how
are those forces
used to make our
lives easier?
EQ3: What variables
affect the rate of
speed?
EQ4: How can you
distinguish between
balanced and
unbalanced force?
Page 16 of 30
Skills
Direction
Activity 2: Have students look
out the window to observe cars
moving; movement in the
classroom or hallway (teacher
or janitor pushing a cart/items
falling of cart); pushes a book
on the floor (upset/rebellious);
or outside (
tug of war). Complete an
observation log describing the
variables that affect the rate of
speed, force, and motion.
Activity 3: Organize
observations on a chart.
Activity 4: In groups, complete
“Balancing Act” to investigate
balanced and unbalanced
force (attachment or website).
Activity 5: Measuring Force
Measure and graph the force
required to move a toy car up
inclines of different heights.
Demonstrate use of a spring
scale to find the weight of the
car by lifting the toy car straight
up. Make sure students know
weight is a measure of the
http://www.solp
ass.org/5s/AP/
4.2scienceactiv
ity.htm
http://www.lake
shorelearning.c
om/media/prod
uct_guides/DD
354.pd
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
observation
Chart paper
Markers
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Physical
Education:
tug-of-war
(Activity 2)
Language
Arts:
What is a
biography?
Observation
logs
MOBI
assessment
KWL chart
http://www.sch
ools.utah.gov/c
urr/science/sci
ber00/8th/force
s/sciber/potkin.
htm
http://www.sch
ools.utah.gov/c
urr/science/sci
ber00/8th/force
s/sciber/potkin.
htm
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
force of gravity acting on an
object and can be recorded in
newtons (N). Make an incline
using a textbook and a piece of
wood as a ramp. Measure both
the height of the textbook (in
mm) with a ruler and the force
(N) required to move the car
up the ramp using the spring
scale. Increase the height of
the incline by adding another
textbook and measure the
force again. Repeat this
procedure several times with
inclines of increasing heights.
Have students graph the data
collected and interpret the
results to determine that more
force is needed the move an
object to a greater height.
Have students redesign the
experiment to test ramps of
different lengths, while leaving
the height of the incline the
same. How did this change the
results of the experiment?
Page 17 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
2nd
Grading
Period
2d. Categorize examples of
potential energy as
gravitational (e.g., boulder
on a hill, child on a slide),
elastic (e.g., compressed
spring, slingshot, rubber
band), or chemical (e.g.,
unlit match, food).
(DOK 2)
Essential
Questions
EQ1: What are the
different forms of
energy? Where are
they found in our
daily lives?
Skills
Categorize
EQ3: What are the
different types of
potential energy?
How does mass and
height contribute to
the gravitational
potential energy of
an object?
EQ4: How is energy
used? When it is
used how does it
interact with matter
and change from
one form to
another?
Resources
(What
MATERIALS
will
you need?)
Activity 1: Administer a pre-test
on energy. Show a power point
presentation about energy.
http://www.phy
sics4kids.com/f
iles/motion_en
ergy.html
MOBI Pre-test
http://www.solp
ass.org/5s/AP/
4.2scienceactiv
ity.htm
Rubric for
scrapbook
Differentiate
Analyze
EQ2: What is the
basis for grouping
various forms of
energy into potential
and kinetic
categories?
Suggested Activities
(HOW will you teach it?)
Activity 2: View examples of
potential and kinetic energy on
www.solpass.org. While
observing the teacher, the
students will classify the
demonstrations as potential or
kinetic energy on a T-chart.
Activity 3: On a graphic
organizer, list and describe
examples of potential energy
(gravitational, elastic, and
chemical). Demonstrate
examples of potential
energy(elastic-rubber bands,
chemical-popcorn,
gravitational-sliding board)
Activity 4: In groups create an
“Energy Scrapbook.” Students
will find illustrations of
examples of each energy type
(mechanical, nuclear,
chemical, gravitational,
electrical, light, heat, and
elastic).
graphic
organizers/
T-charts
copies of pretest
copies of posttest
computers
popcorn
microwave
unlit matches
rubber bands
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
teacher
observation
Post-test
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Physical
Education:
Demonstrate
elastic
potential
energy by
having
students
bounce on a
trampoline.
Demonstrate
gravitational
potential
energy by
having
students slid
down a sliding
board.
Life Skills
(Health): Eat
healthy snacks
to demonstrate
and discuss
chemical
potential
energy and
digestive
system.
springs
Activity 5: Potential Energy
Page 18 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students
need to be able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Scavenger Hunt: After
showing examples of each
type of potential energy
(gravitational, chemical, and
elastic) in the classroom, send
students on a scavenger hunt
around the school to find other
examples of potential energy.
Gravitational potential energy
could be shown by books on
library shelves or a child
swinging on the playground.
Chemical potential energy
might be represented by
showing the batteries in a
clock or food in the cafeteria.
Elastic potential energy may
be found in rubber bands in the
school office or the spring in a
stapler. If digital cameras are
available, students may take
photographs and create a
multimedia presentation. If
cameras cannot be used,
students may create a
potential energy collage using
pictures from magazines.
Page 19 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students need
to be able to DO?)
2nd
Gradin
g
Period
Essential
Questions
2e. Differentiate between
the properties of light as
reflection, refraction, and
absorption.
(DOK 1)
•Image reflected by a plane
mirror and a curved-surfaced
mirror
•Light passing through air or
water
•Optical tools such as
prisms, lenses, mirrors, and
eyeglasses
EQ1e: Where does
light come from?
2g. Categorize materials as
conductors or insulators and
discuss their real life
applications (e.g., building
construction, clothing,
animal covering). (DOK 2)
EQ1g: How do
insulators and
conductors protect
you in real life
situations?
*1a – 1h (inquiry)
Skills
Differentiate
Categorize
EQ2e: How can light
be reflected?
Discuss
EQ3e: What causes
light to refract?
Develop oral
arguments
EQ4e: How can light
be absorbed most
efficiently?
EQ2g: What are the
components of an
open circuit…. of a
closed circuit?
Suggested Activities
(HOW will you teach it?)
Activity 1: In a dark classroom,
have students shine flashlights
on different surfaces. Observe
the different colored lights on a
disco ball. Record
observations in log according
to vocabulary and definitions.
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Observation
logs
Teacher
observations
Computers
Oral responses
Lens
Peer
observations
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Math
(GeometryRays) Have
students
measure light
rays on a
diagram.
Mirrors
Activity 2: Show an animated
visual of examples of
reflection, refraction, and
absorption of light.
http://www.msnucleus.org/me
mbership/slideshows/light2.ht
ml
Display a visual (slide) of light
passing through convex and
concave lenses.
(http://www.myschoolhouse.co
m/courses/O/1/36.asp)
Identify pictures (letters, rays,
etc.) on a diagram as
examples of the reflection or
refraction of light; or light
passing through convex and
concave lenses. Take review
quiz on above website.
Activity 3: Given selected
materials, students will
Page 20 of 30
Resources
(What
MATERIALS
will
you need?)
Diagram of an
open and
closed circuit
Chart paper
Various
materials for
constructing a
circuit (2
pencils,
thumbtacks,
battery, wire,
forks, wooden
block, light
bulb)
Steps to
designing a
circuit
Observation
logs
Rubric
MOBI
assessment
Physical
Education:
Have students
use their motor
(running
position) and
fine (form the
letter V with
fingers) to
demonstrate
reflection and
refraction.
Art: Use
colored yarn
and paper
plates to
design a
diagram that
demonstrates
reflection and
refraction.
Polaroid
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students need
to be able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
hypothesize and test items to
determine which ones will
make good conductors and
which ones will make good
insulators. Students will chart
their findings/discoveries. 2g
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
camera
Modern
camera
Activity 4: Show an example of
an open and closed circuit.
Discuss the parts of a circuit.
2g
Activity 5: Solar Cooker
Activity 6: Experimenting with
Light
Provide a variety of optical
tools such as prisms, mirrors,
magnifying glasses, convex
and concave lenses, old
eyeglasses, etc. for students to
use as they explore the
properties of light. Prepare a
flashlight to emit a small beam
of light by covering its end with
a circle of cardstock into which
a narrow slit has been cut.
Explain that the ray model of
light describes light waves as
moving away from their source
in straight lines. When these
rays hit a surface, the rays
may be absorbed or reflected
back. Some materials reflect
light better than others. Shiny,
Page 21 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students need
to be able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
smooth surfaces like mirrors
reflect light well, while dark,
rough surfaces do not.
Demonstrate the law of
reflection by shining the light
from the prepared flashlight
onto a mirror in a darkened
room. Position the mirror so
students can see both the
incoming and reflected beams.
Note that the angles formed
from both beams are the
same. Next, explain that light
waves travel at different
speeds in different substances
(mediums). This causes
refraction, or the bending of
light waves as they leave one
medium and enter another, as
when it moves through air into
water. Show how a beam of
light is refracted using the
same prepared flashlight and a
glass of water. Darken the
room and hold the flashlight at
an angle to the surface of the
water. A piece of paper placed
on the floor below will help
students see how the beam of
light refracts. A Venn diagram
may be constructed to
compare and contrast what
students learn about reflection,
refraction, and absorption.
Some great experiments
Page 22 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students need
to be able to DO?)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
involving the properties of light
can be found on the
Exploratorium’s website at
www.exploratorium.edu.
Page 23 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students need
to be able to DO?)
3rd
Gradin
g
Period
4a. Categorize Earth’s
materials. (DOK 1)
• Rocks, minerals, soils,
water, and atmospheric
gases
• Layers of the atmosphere,
hydrosphere, and
lithosphere
Essential
Questions
EQ1: How do the
three classifications
of rocks interact
within the rock
cycle?
EQ2: How are rocks
different from
minerals?
EQ3: What are the
layers of the
atmosphere?
EQ4: What layer of
the atmosphere do
we live in and why is
it conducive to
human survival?
EQ5: What are the
atmospheric gases
and how do they
relate to one
another?
Page 24 of 30
Skills
Categorize
material
Suggested Activities
(HOW will you teach it?)
Activity 1: Examine various
rock samples. Create a flow
chart showing how rocks can
change.
Activity 2: Bring in a hardboiled egg. Dissect the egg to
identify the layers of the earth.
Complete observation log.
Activity 3: Use a circular
packaged peanut brittle to
represent the idea that Earth’s
crust is one solid piece. Use
force to shatter the peanut
brittle to demonstrate that the
Earth’s crust is made of large
and small sections called
plates.
Resources
(What
MATERIALS
will
you need?)
Rock samples
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Informal
assessment
Hand lens
Graphic
organizers
(flow chart)
Brown hardboiled eggs
Teacher
observation
Graphic
organizer (Flow
chart)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Math: Identify
the
percentages of
earth materials
and convert
this
information
into fractions.
Observation log
Salt and
pepper
Observation
logs
Packaged
peanut brittle
Activity 4: Research
atmospheric gases focusing on
their positions and what is
found in each layer. Design a
chart displaying and describing
these layers.
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students need
to be able to DO?)
4b. Explain how surface
features caused by
constructive processes (e.g.,
depositions, volcanic
eruptions, earthquakes)
differ from destructive
processes (e.g., erosion,
weathering, impact of
organisms). (DOK 2)
*1a – 1h (inquiry)
Essential
Questions
EQ1: What is meant
by constructive and
destructive force?
EQ2: What are
some of examples of
constructive and
destructive forces?
How can a force be
both constructive
and destructive at
the same time?
EQ3: What causes
earthquakes to
occur?
EQ4: What effects
do constructive and
destructive forces
have on landforms
and what types of
landforms do they
create?
EQ5: What is the
difference between
erosion and
weathering?
Page 25 of 30
Skills
Explain
Differentiate
Suggested Activities
(HOW will you teach it?)
Activity 1: Observe a power
point presentation about
constructive and destructive
forces. Use a graphic
organizer to list examples of
constructive and destructive
forces.
Activity 2: Use a Venn Diagram
describing the differences
between the surface features
that cause constructive
processes and those that
causes destructive processes.
Activity 3: Simulate an
earthquake for students to
observe. Students will write
and share their observations.
Students will determine
whether an earthquake is
constructive or destructive
force.
Resources
(What
MATERIALS
will
you need?)
Natural
Disasters:
Destructive
Forces of
Nature
http://library.thi
nkquest.org/16
132
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
observation
Observation log
Venn Diagram
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Life Skills:
Bring in edible
materials to
create “Earth’s
Materials in a
Bag.”
Rubric
FEMA for kids
http://www.fem
a.gov/kids/inde
x.htm-Natural
Disasters
Clay and other
media
computers
Activity 4: Using clay or other
media, students will construct
a model and explain either in
written or oral presentation at
least two of the changes to the
Earth’s surface
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students need
to be able to DO?)
4c. Summarize how weather
changes. (DOK 2)
•Weather changes from day
to day and over the seasons.
•Tools by which weather is
observed, recorded, and
predicted.
Essential
Questions
Skills
EQ1: What makes
our weather change
from day to day?
Summarize
EQ2: How does a
meteorologist
organize and use
information about
air, water, and land
to predict the
weather?
Record
Observe
Predict
Suggested Activities
(HOW will you teach it?)
Activity 1: Design a chart and
document daily weather over a
four-week period of time using
words and visual aids.
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
.
Teacher
observation
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
.
Rubric
Activity 2: Complete a weather
charade activity. Dramatize
yourself in different weather
conditions.
Activity 3: Identify and describe
weather tools. Have students
examine types of weather
maps on the internet (lcd).
On-going
student
documentation
Teacher-made
test
Activity 4: Create an integrated
“Weather Collage.” Students
will find pictures in magazines
that relates to people
experiencing different weather
conditions and write a
sentence using subject/verb
agreement to describe what
they see. Students will
complete a reading
comprehension handout about
weather. Students will design a
chart that shows climate over a
period of time in a particular
geographic location. Students
will design a diagram that
shows plant growth in a
particular geographic location.
Page 26 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students need
to be able to DO?)
4e. Predict the movement
patterns of the sun, moon,
and Earth over a specified
time period. (DOK 1)
4f. Compare and contrast
the physical characteristics
of the planets (e.g., mass,
surface gravity, distance
from the sun, surface
characteristics, moons).
(DOK 2)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
EQ1: What are the
phases of the
moon?
Predict
movement
patterns
Activity 1: Watch a video of
moon phases and solar
eclipses.
EQ2: What makes
up the solar system?
Compare and
contrast
physical
characteristic
s of the
planets
Activity 2: Create a flip book or
foldable illustrating and
describing the phases of the
moon.
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Teacher
observation
Students’ oral
responses
Rubric
Activity 3: Illustrate a solar or
lunar eclipse.
Activity 4: Complete an
Language Experience Activity
(LEA) in the classroom after
taking a field to Stennis Space
Center
Page 27 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students need
to be able to DO?)
4g. Conclude that the supply
of many Earth resources
(e.g., fuels, metals, fresh
water, farm land) is limited
and critique a plan to extend
the use of Earth’s resources
(e.g., recycling, reuse,
renewal). (DOK 3)
Essential
Questions
Skills
EQ1: What are
natural resources?
Draw
Conclusions
EQ2: What is the
difference between
renewable and
nonrenewable
resources?
Critique
EQ3: Why is it
important to
preserve Earth’s
natural resources?
EQ4: How can you
preserve natural
resources through
conservation?
EQ5: How can you
differentiate
between recycling,
reusing, and
reducing?
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Activity 1: Display pictures.
Have students examine the
pictures and identify the usage
of natural resources (Example:
A woman gardening).
Teacher
observation
Activity 2: Use a bubble map to
categorize natural resources
as renewable (water, soil,
trees) and nonrenewable
(rocks, minerals, natural gas).
Rubric
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Graphic
organizer
Activity 3: Design a diagram or
picture that exhibits the use of
renewable and nonrenewable
resources in your environment
(Examples: Cooking a meal in
the kitchen or washing
clothes).
Activity 4: Demonstrate
conservation (Example: turn
lights off and open blinds).
Activity 5: Create and
organize a recycling and
conservation project that will
be on-going throughout the
remainder of the school year.
Page 28 of 30
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students need
to be able to DO?)
4d. Describe changes
caused by humans on the
environment and natural
resources and cite evidence
from research of ways to
conserve natural resources
in the United States,
including (but not limited to)
Mississippi.
• Examples of Mississippi
efforts include the following:
(DOK 2)
• Associated Physics of
America, a private company
located in Greenwood
Mississippi, develops ways
to convert a variety of
agricultural products into
efficient, environmentfriendly and cost-effective
energy sources.
• The Natural Resource
Enterprises (NRE) Program
of the Department of Wildlife
and Fisheries and the
Cooperative Extension
Service at MSU educate
landowners in the Southeast
about sustainable natural
resource enterprises and
compatible habitat
management practices.
•The Engineer Research
and Development Center of
the Vicksburg District of the
Page 29 of 30
Essential
Questions
EQ1: What are
some ways humans
can conserve
natural resources?
Skills
Describe
changes
caused by
humans
Examples of
Mississippi
efforts toward
conservation
Suggested Activities
(HOW will you teach it?)
Activity 1: Research ways
different organizations
(Associated Physics of
America in Greenwood, The
Natural Resource Enterprises
at Mississippi State, etc…)
help in conserving/preserving
Earth’s natural resources.
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
Teacher
observation
Rubric
Observation
logs
Activity 2: Give a written and
visual report of your findings.
Activity 3: Field Trip to
Entergy/Stoneville. Complete
an observation log.
Activity 4: Complete a Learning
Experience Activity (LEA)
based on the five senses.
Activity 5: After discussing the
pros and cons of alternative
energy sources including wind,
water, solar, geothermal,
nuclear, and biomass, have
students work in groups to
design and construct a solar
cooker using a recycled pizza
box, aluminum foil, newspaper,
clear plastic wrap, wooden
dowel rods, and tape. Use the
solar cookers to heat up food
such as a hot dog. Which
group’s design works the best
and why? Marketable
Greenville Public Schools-Fifth Grade Science 2015-2016
Content:
Topic:
Objectives (PLD)
Grading
Period
(What do your students need
to be able to DO?)
U.S. Army Corps of
Engineers provides quality
engineering and other
professional products and
services to develop and
manage the Nation’s water
resources, reduce flood
damage, and protect the
environment.
Page 30 of 30
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate
OTHER
CONTENT
AREAS into
LITERACY
core content?)
applications for thermal
conductors (the foil, for
example) and insulators (the
newspaper) used in the cooker
can also be discussed.
Greenville Public Schools-Fifth Grade Science 2015-2016