Butler R-V School District
Science Curriculum Guide
Grade 5
Course Description: In fifth grade science, students will read and write in the content area as they investigate various science concepts. These concepts will
include matter and energy, force and motion, living organisms, earth systems, and the universe. Scientific inquiry and the impact of technology will be
incorporated in the units. Students will use a variety of methods to demonstrate their understanding of science principles, including graphic organizers, science
logs, illustrations, hands-on experiments, and models.
Course Rationale: The study of science is an integral part of a basic understanding of the world around us and how we fit into that world. There is a delicate
balance of nature in our environment that all people must understand and respect if we are to preserve a world that can be enjoyed safely by future generations.
Students who explore the natural world in which they live will be encouraged to investigate and experiment with scientific information. In order to investigate as
scientists, students need factual information, thinking skills, and the ability to solve problems and make decisions.
Fifth Grade Science Units
Matter and Energy
Force and Motion
Living Organisms
Earth Systems
The Universe
Typical Time Frame
6 weeks
6 weeks
6 weeks
6 weeks
6 weeks
Content Objectives
Butler R-V School District
Fifth Grade Science Units
and Their Alignment with Missouri Grade Level Expectations
Grade Level Expectations
Properties of matter can be explained in terms of
moving particles too small to be seen without
tremendous magnification.
Physical changes in the state of matter that result from
thermal changes can be explained by the Kinetic
Theory of Matter.
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Scope and Sequence
Unit
Describe how changes in state (i.e., freezing, melting, condensation,
evaporation, boiling) provide evidence that matter is made of particles too
small to be seen.
Water Cycle and Weather
Matter and Energy
Classify matter as a solid, a liquid, or a gas, as it exists at room temperature,
using physical properties.
Water Cycle and Weather
Matter and Energy
Predict the effect of heat (thermal energy) on the physical properties of water
as it changes to and from a solid, liquid, or gas.
Water Cycle and Weather
Matter and Energy
Page 1
Mass is conserved during any physical or chemical
change.
Observe the mass of water remains constant as it changes state (as evidenced
in a closed container).
Water Cycle and Weather
Matter and Energy
Forms of energy have a source, a means of transfer
(work and heat), and a receiver.
Observe and explain light being transferred from the source to the receiver
(eye) through space in straight lines.
Solar System
Matter and Energy
Observe and explain how an object (e.g., moon, mirror, objects in a room)
can only be seen when light is reflected from that object to the receiver (eye).
Solar System
Matter and Energy
Electromagnetic energy from the Sun (solar radiation)
is a major source of energy on Earth.
Identify the Sun as the primary source of energy
for temperature change on Earth
Water Cycle and Weather
Matter and Energy
Forces are classified as either contact (pushes, pulls,
friction, buoyancy) or non-contact forces (gravity,
magnetism), that can be described in terms of
direction and magnitude.
Identify the forces acting on the motion of objects traveling in a straight line
(specify that forces should be acting in the same line as the motion, provide
examples)
Laws of Motion
Force and Motion
Describe and compare forces (measured by a spring scale in Newton’s)
applied to objects in a single line.
Laws of Motion
Force and Motion
Observe and identify friction as a force that slows down or stops a moving
object that is touching another object or surface.
Laws of Motion
Force and Motion
Compare the forces (measured by a spring scale in Newton’s) required to
overcome friction when an object moves over different surfaces (i.e.,
rough/smooth).
Laws of Motion
Force and Motion
Every object exerts a gravitational force on every
other object.
Determine the gravitational pull of the Earth on an object (weight) using a
spring scale
Laws of Motion
Force and Motion
Newton’s Laws of Motion explain the interaction of
mass and forces, and are used to predict changes in
motion.
Describe how friction affects the amount of force needed to do work over
different surfaces or through different media.
Work and Simple Machines
Force and Motion
Work transfers energy into and out of a mechanical
system.
Explain how work can be done on an object (force applied and distance
moved) (No formula calculations at this level)
Work and Simple Machines
Force and Motion
Identify the simple machines in common tools and household items
Work and Simple Machines
Force and Motion
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 2
Compare the measures of effort force (measured using a spring scale to the
nearest Newton) needed to lift a load with and without the use of simple
machines
Work and Simple Machines
Force and Motion
Observe and explain that simple machines change the amount of effort force
and/or direction of force
Work and Simple Machines
Force and Motion
Plants and animals have different structures that serve
similar functions necessary for the survival of the
organism.
Compare structures (e.g., wings vs. fins vs. legs; gills vs. lungs; feathers vs.
hair vs. scales) that serve similar functions for animals belonging to different
vertebrate classes.
Classification of Plants and Animals
Living Organisms
Biological classifications are based on how organisms
are related.
Explain how similarities are the basis for classification.
Classification of Plants and Animals
Living Organisms
Distinguish between plants (which use sunlight to make their own food) and
animals (which must consume energy-rich food).
Classification of Plants and Animals
Living Organisms
Classify animals as vertebrates or invertebrates.
Classification of Plants and Animals
Living Organisms
Classify vertebrate animals into classes (amphibians, birds, reptiles,
mammals, fish) based on their characteristics.
Classification of Plants and Animals
Living Organisms
Identify plants or animals using simple dichotomous keys.
Classification of Plants and Animals
Living Organisms
Complex multicellular organisms have systems that
interact to carry out life processes through physical
and chemical means.
Compare the major organs/organ systems (e.g. support, reproductive,
digestive, transport/circulatory, excretory, response) that perform similar
functions for animals belonging to different vertebrate classes.
Classification of Plants and Animals
Living Organisms
The hydrosphere is composed of
water (a material with unique properties) and other
materials
Classify major bodies of surface water (e.g., rivers, lakes, oceans, glaciers)
as fresh or salt water, flowing or stationary, large or small, solid or liquid,
surface or groundwater.
Water Cycle and Weather
Earth’s Systems
The atmosphere (air) is composed of a mixture of
gases, including water vapor, and minute particles
Recognize the atmosphere is composed of a mixture of gases, water, and
minute particles.
Water Cycle and Weather
Earth’s Systems
Changes in the form of water as it moves through
Earth’s systems are described as the water cycle.
Describe and trace the path of water as it cycles through the hydrosphere,
geosphere, and atmosphere (i.e., the water cycle: evaporation, condensation,
Water Cycle and Weather
Earth’s Systems
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 3
precipitation, surface run-off/ groundwater flow).
Identify the different forms water can take (e.g., snow, rain, sleet, fog,
clouds, dew) as it moves through the water cycle.
Water Cycle and Weather
Earth’s Systems
Identify and use appropriate tools (i.e., thermometer, anemometer, wind
vane, rain gauge, satellite images, weather maps) to collect weather data( i.e.,
temperature, wind speed and direction, precipitation, cloud type and cover).
Water Cycle and Weather
Earth’s Systems
Identify and summarize relationships between weather data (e.g.,
temperature and time of day, cloud cover and temperature, wind direction
and temperature) collected over a period of time.
Water Cycle and Weather
Earth’s Systems
Explain how major bodies of water are important natural resources for
human activity(e.g., food recreation, habitat, irrigation, solvent,
transportation).
Water Cycle and Weather
Earth’s Systems
Describe how human needs and activities (e.g., irrigation damming of rivers,
waste management, sources of drinking water) have affected the quantity and
quality of major bodies of fresh water.
Water Cycle and Weather
Earth’s Systems
Propose solutions to problems related to water quality and availability that
result from human activity.
Water Cycle and Weather
Earth’s Systems
Observe and identify the Earth is one of several planets within a solar system
that orbits the Sun.
Solar System
The Universe
Observe and identify the Moon orbits the Earth in about a month.
Solar System
The Universe
Identify that planets look like stars and appear to move across the sky among
the stars.
Solar System
The Universe
The Earth has a composition and location suitable to
sustain life.
Describe physical features of the planet Earth that allows life to exist (e.g.,
air, water, temperature) and compare these to the physical features of the
Sun, the Moon, and other planets.
Solar System
The Universe
The apparent position of the moon, as seen from
Earth, and its actual position relative to Earth change
in observable patterns.
Sequence images of the lit portion of the Moon seen from Earth as it cycles
day-to-day in about a month in order of occurrence.
Solar System
The Universe
Climate is a description of average weather conditions
in a given area due to the transfer of energy and matter
through Earth’s systems.
Earth’s materials are limited natural resource’s
affected by human activity.
The Earth, Sun, and Moon are part of a larger system
that includes other planets and smaller celestial
bodies.
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 4
The regular and predictable motions of the Earth and
Moon relative to the Sun explain natural phenomena
on Earth, such as day, month, year, shadows, moon
phases, eclipses, tides, and seasons.
Scientific inquiry includes the ability of students to
formulate a testable question and explanation, and to
select appropriate investigative methods in order to
obtain evidence relevant to the explanation.
Scientific inquiry relies upon gathering evidence from
qualitative and quantitative observations.
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Identify that the Earth rotates once every 24 hours .
Solar System
The Universe
Relate changes in the length and position of a shadow to the time of day and
apparent position of the Sun in the sky, as determined by Earth’s rotation.
Solar System
The Universe
Relate the apparent motion of the Sun, Moon, and stars in the sky to the
rotation of the Earth.
(Do not assess apparent motion of polar constellations)
Solar System
The Universe
Formulate testable questions and explanations (hypotheses).
All units
All units
Recognize the characteristics of a fair and unbiased test.
All units
All units
Conduct a fair test to answer a question.
All units
All units
Make suggestions for reasonable improvements or extensions of a fair test.
All units
All units
Make qualitative observations using the five senses.
All units
All units
Determine the appropriate tools and techniques to collect data.
All units
All units
Use a variety of tools and equipment to gather data (e.g., hand lenses,
magnets, thermometers, metric rulers, balances, graduated cylinders, spring
scales).
All units
Earth’s Systems;
Force and Motion;
Matter and Energy
Measure length to the nearest centimeter, mass to the nearest gram, volume
to the nearest milliliter, temperature to the nearest degree Celsius,
force/weight to the nearest Newton.
All units
Earth’s Systems;
Force and Motion;
Matter and Energy
Compare amounts/measurements.
All units
Earth’s Systems;
Page 5
Force and Motion;
Matter and Energy
Judge whether measurements and computation of quantities are reasonable.
All units
Earth’s Systems;
Force and Motion;
Matter and Energy
Use quantitative and qualitative data as support for reasonable explanations.
All units
Earth’s Systems;
Force and Motion;
Matter and Energy
Use data as support for observed patterns and relationships, and to make
predictions to be tested.
All units
Evaluate the reasonableness of an explanation.
All units
All units
Analyze whether evidence supports proposed explanations.
All units
All units
The nature of science relies upon communication of
results and justification of explanations.
Communicate the procedures and results of investigations and explanations
through:

oral presentations

drawings and maps

data tables

graphs (bar, single line, pictograph)

writings
All units
All units
Designed objects are used to do things better or more
easily and to do some things that could not otherwise
be done at all.
Design and construct a machine, using materials and/or existing objects, that
can be used to perform a task (Assess Locally).
Work and Simple Machines
Force and Motion
Advances in technology often result in improved data
collection and an increase in scientific information.
Describe how new technologies have helped scientists make better
observations and measurements for investigations (e.g., telescopes,
electronic balances, electronic microscopes, x-ray technology, computers,
ultrasounds, computer probes such as thermometers).
Work and Simple Machines/Water
Cycle and Weather/Solar
System/Classification of Plants and
Animals
Earth’s Systems;
Force and Motion;
Living Organisms
Technological solutions to problems often have
drawbacks as well as benefits.
Identify how the effects of inventions or technological advances (e.g.,
complex machinery, technologies used in space exploration, satellite
imagery, weather observation and prediction, communication, transportation,
robotics, tracking devices) may be helpful, harmful, or both
(Assess Locally).
Work and Simple Machines/Water
Cycle and Weather/Solar
System/Classification of Plants and
Animals
Earth’s Systems;
Force and Motion;
Living Organisms
Scientific inquiry includes evaluation of explanations
(laws/principles, theories/models) in light of evidence
(data) and scientific principles (understandings) .
Butler R-V School District
Science Curriculum
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All units
Page 6
People of different gender and ethnicity have
contributed to scientific discoveries and the invention
of technological innovations.
Research biographical information about various scientists and inventors
from different gender and ethnic backgrounds, and describe how their work
contributed to science and technology (Assess Locally).
All units
The Universe;
Matter and Energy
People, alone or in groups, are always making
discoveries about nature and inventing new ways to
solve problems and get work done.
Identify a question that was asked, or could be asked, or a problem that
needed to be solved when given a brief scenario (fiction or nonfiction of
people working alone or in groups solving everyday problems or learning
through discovery).
All units
All units
Work with a group to solve a problem, giving due credit to the ideas and
contributions of each group member (Assess Locally).
All units
All units
Butler R-V School District
Curriculum Guide
Subject Area:
Science
Grade Level: 5
Unit Topic:
Earth’s Systems
Time Frame: 6 weeks
Enduring Understanding or Big Idea
The Performance Task or Project
Earth’s systems (geosphere, atmosphere, and hydrosphere) have
common components and unique structures.
Students will answer multiple choice and short answer questions about the common
components and unique structures of the Earth’s systems.
Earth’s systems (geosphere, atmosphere, and hydrosphere)
undergo change by common processes.
Students will draw and label the water cycle.
Human activity is dependent upon and affects Earth’s resources
and systems.
Students will list three ways humans are dependent upon the Earth’s resources and three
ways humans impact the Earth’s resources (either positively or negatively.
The Essential Questions
How is the hydrosphere classified into different bodies of water?
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 7
What components make up the Earth’s atmosphere?
What changes take place as water moves through the water cycle?
How do we collect and analyze weather data?
Why is the collection of weather data important to determining an area’s climate?
How do people impact the quantity and/or quality of available water on the Earth?
Knowledge and Skills
Assessment Method
DOK
External
Alignment
Classify major bodies of surface water (e.g., rivers,
lakes, oceans, glaciers) as fresh or salt water, flowing
or stationary, large or small, solid or liquid, surface or
groundwater.
Given a chart, students will classify various types of surface water (e.g.,
rivers, lakes, oceans, and glaciers) as fresh or salt water, flowing or
stationary, large or small, solid or liquid, surface or groundwater.
1
SC 5; 1.6; ES 1.B
Recognize the atmosphere is composed of a mixture
of gases, water, and minute particles.
On a multiple choice question, students will identify that the Earth’s
atmosphere is made up of tiny particles, water, and a mixture of gases.
(SF Unit B MC p. 4 #2, BD Form A MC p. 31 #23)
1
SC 5; ES 1.C
Describe and trace the path of water as it cycles
through the hydrosphere, geosphere, and atmosphere
(i.e., the water cycle: evaporation, condensation,
precipitation, surface run-off/groundwater flow.
Students will be given a diagram of the water cycle and will describe
the steps (condensation, precipitation, evaporation, run off).
(BD Form A CR p. 7 #7, SF Unit B MC p. 14 #1, BD Form A MC p.
26 #9, BD Form A MC p. 29 #18,SF Unit B CR p. 10 #2, BD Form A
CR p. 8 #9, SF Unit B MC p. 3 #3)
1
SC 5; 1.8; ES 2.E.a
Identify the different forms water can take (e.g. snow,
Given a diagram of the water cycle, students will list the different forms
1
SC 5; ES.2.E.b
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 8
rain, sleet, fog, clouds, dew) as it moves through the
water cycle.
water takes as it moves through the cycle.
Identify and use appropriate tools (i.e., thermometer,
anemometer, wind vane, rain gauge, satellite images,
weather maps) to collect weather data (i.e.,
temperature, wind speed and direction, precipitation,
cloud type and cover).
(1) Provided with weather data (i.e., temperature, wind speed and
direction, precipitation, cloud type and cover), students must
determine which type of tool will be used to collect various types
of information.
(2) Students will use a digital and analog thermometer and a rain
gauge to collect daily temperature and rainfall amounts. This
weather information will be kept over a two-week period and
averages will be determined.
2
Identify and summarize relationships between
weather data (e.g., temperature and time of day, cloud
cover and temperature, wind direction and
temperature) collected over a period of time.
Given a partial bar graph, students will complete the graph, depicting
average temperatures in selected cities over a four-week period of time.
Students will monitor temperatures during morning, afternoon, and late
afternoon times. Students will then summarize collected data according
to time of day and distance from equator.
3
SC 5; 1.4; 1.8;
ES.2.F.b; SI 1.B.b;
SI.1.B.c; SI.1.B.d
Explain how major bodies of water are important
natural resources for human activity (e.g., food
recreation, habitat, irrigation, solvent, transportation).
Students will construct a graphic organizer showing various ways
humans use major bodies of water and give detailed examples of each.
2
SC 5; 1.8; ES.3.A.a
Describe how human needs and activities (e.g.,
irrigation, damming of rivers, waste management,
sources of drinking water) have affected the quantity
and quality of major bodies of fresh water.
Before and after pictures of major bodies of fresh water will be given to
the students. Students will explain the ways that human needs and
activities were contributing factors that affected the quality/quantity of
fresh water.
3
SC 5; 3.6; ES.3.A.b
Propose solutions to problems related to water quality
and availability that result from human activity.
Given a scenario related to water quality and availability, students will
provide possible solutions to problems caused by human activity.
3
SC 5; 3.6; ES.3.A.b
c
SC 5; 1.4; ES.2.F.a
SC 5; 1.4; 1.8;
ES.2.F.a; SI 1.B.b;
SI.1.B.c; SI.1.B.d
The Instructional Activities
Teachers will pull from a variety of resources as they present information and engage students in this unit on the Earth’s systems. This resources might include
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 9
the following:
Chapter 7 Lesson 5 Earth’s Atmosphere p. C60 worksheet 159-160, explore act. P. C61 “What Makes Air Dirty”
Chapter 7 Lesson 6 Earth’s Fresh Water p. C70 explore act. P. C71 “Investigate How to Make Salt Water Useful”
*Aims Water Precious Water “Mini Water Cycle” p. 23-23, “Moving Water” p. 25-26 (evaporation/condensation), “Moving Raindrops Wheel” p. 27-29
(precipitation, evaporation, condensation, and accumulation.) “Pond Today, Meadow Tomorrow” p. 30-33 (evaporation, graphing), “Little Sprouts” p. 64-65
(pollution and seed growth), “Water Island” p. 74-80 (water quality/quantity) “Irrigation Speaker” (conservation/farmer).
Students will have the opportunity to use weather instruments in hands-on applications as they collect and analyze weather data.
Teachers will create multi-disciplinary units wherever possible and students will have the opportunity to see how mathematics plays an important role in
scientific inquiry. Students will incorporate reading and writing skills from their communication arts study as they write analyses and summaries of their study.
Butler R-V School District
Curriculum Guide
Subject Area:
Science
Unit Topic:
Force and Motion
Grade Level: 5
Time Frame: 6 weeks
Enduring Understanding or Big Idea
The Performance Task or Project
Different forces affect motion.
Using spring scales, students will conduct experiments comparing the ways that brute strength, simple machines, and
various types of forces and surfaces affect an object’s motion. They will summarize their findings.
The Essential Questions
How does the motion of an object change?
How can forces affect the motion of objects?
How can mass and force be used to produce a change of motion?
Butler R-V School District
Science Curriculum
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Page 10
How can the use of simple machines affect work?
Knowledge and Skills
Assessment Method
DOK
External
Alignment
Identify the forces acting on a load and use a spring scale to
measure the weight (resistance force) of the load.
(1) Given a picture that shows forces acting on a load, students will
identify four forces that are acting on a load.
(2) Students will use a spring scale to measure the weight
(resistance force) of a classroom object.
2
SC 2;
FM.2.A.a
2
SC 2;
FM.2.A.a
Describe how friction affects the amount of force needed to do
work over different surfaces or through different media.
Students will be given a scenario in which they must explain how
different types of surfaces (mud, sand, paved road, etc.) affect the
amount of force needed to move objects.
2
SC 2; 4.1;
FM.2.D.a
Explain how work can be done on an object (force applied and
distance moved) (No formula calculations at this level)
Given a scenario where an object must be moved from one position
to another, students will explain what forces and/or simple machines
will allow them to move the object.
1
SC 2; 4.1;
FM.2.F.a
Identify the simple machines in common tools and household
items.
Students will be given a list of common tools and must identify
which simple machines are found in each one.
1
SC 2;
FM.2.F.b
Compare the measures of effort force (measured using a spring
scale to the nearest Newton) needed to lift a load with and
without the use of simple machines.
Students will make a chart to compare the effort/force needed to lift a
classroom object with and without the use of simple machine.
2
SC 2; 4.1;
FM.2.F.c
Observe and explain that simple machines change the amount
of effort force and/or direction of force.
Students will analyze the data of the spring scale study and
summarize the impact of simple machines.
1
SC 2; 4.1;
FM.2.F.d
The Instructional Activities
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 11
Teachers will assess prior knowledge using a KWL+ chart and a pretest
Teachers will review 4th grade force and motion concepts including the following:
 Different types of motion [straight line, curved, vibrating (back and forth)]
 Describing an object’s motion in terms of distance and time
 Electrical circuits
Students will participate in a variety of activities including hands-on use of spring scales to measure weight and friction board activities.
Teachers will use a Simple Machines PowerPoint to review vocabulary. Students will label simple machine pages in vocabulary journals. In the computer lab,
students will use the edheads.com website to explore simple machines.
Working in groups, students will use Dacta Legos to make models of simple machines.
In the exploration of forms of energy, teacher will demonstrate an electrical circuit, a solar panel, and a “roller coaster.” Students will consider other forms of
energy, read science text with a partner, and discuss what they have read.
The teacher will demonstrate Newton’s Jar and discuss Newton’s Laws. Students will read science text and work in groups on a directed inquiry project
involving moving an object (toy cars) and measuring the effect of friction (using stopwatches). This website is appropriate:
http://www.bbc.co.uk/schools/ks2bitesize/science/activities/forces_action.shtml
Other appropriate activities include the following:
The Plane Truth (AIMS)
Students will participate in a design and construction project (Rube Goldberg inventions) that will include developing a question, forming a hypothesis, testing,
recording data, and presenting to the class.
Additional websites:
http://www.bbc.co.uk/schools/ks2bitesize/science/activities/friction.shtml
http://www.ed.uiuc.edu/ylp/Units/Curriculum_Units/95-96/Simple_Machines_LWilkins/measure_force.html
Butler R-V School District
Curriculum Guide
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 12
Subject Area:
Science
Grade Level: 5
Unit Topic:
Characteristics & Interactions of Living Organisms
Time Frame: 6 weeks
Enduring Understanding or Big Idea
The Performance Task or Project
All living organisms have similar characteristics.
Students will create a list of characteristics shared by all living organisms.
Living organisms carry out life processes in order to
survive.
Students will create a paper model of the human skeletal, circulatory, respiratory, and digestive
systems.
The Essential Questions
How do we classify living organisms? (plants/animals)
Why do we classify living organisms?
What are some basic characteristics that are common to all living organisms?
Knowledge and Skills
Assessment Method
DOK
External
Alignment
Compare structures (e.g., wings vs. fins vs. legs; gills vs. lungs;
feathers vs. hair vs. scales) that serve similar functions for animals
belonging to different vertebrate classes.
Given a list of functions (movement, breathing, protection,
etc.) students will identify body structures that serve similar
functions for animals belonging to different vertebrate classes.
2
SC 3;
LO.1.D.a
Explain how similarities are the basis for classification.
Given a variety of miscellaneous objects, students will
classify into the objects into groups and describe the criteria
they used as their guideline for classification.
2
SC 3; 4.1;
LO.1.E.a
Distinguish between plants (which use sunlight to make their own
Students will explain how the source of energy makes plants
1
SC 3;
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Page 13
food) and animals (which must consume energy-rich food).
different from animals.
LO.1.E.b
Classify animals as vertebrates or invertebrates.
Provided a list of a variety of animals, students will classify
the animals as vertebrates or invertebrates.
1
SC 3;
LO.1.E.c
Classify vertebrate animals into classes (amphibians, birds, reptiles,
mammals, fish) based on their characteristics.
Given pictures of vertebrate animals, students will identify
which class they belong to.
1
SC 3;
LO.1.E.d
Identify plants or animals using simple dichotomous keys.
Students will use a variety of dichotomous keys to classify
plants or animals.
1
SC 3;
LO.1.E.e
Compare the major organs/organ systems (e.g. support, reproductive,
digestive, transport/circulatory, excretory, response) that perform
similar functions for animals belonging to different vertebrate classes.
Students will make a chart listing the different vertebrate
classes and identifying different organ systems/functions of
each.
1
SC 3;
LO.2.C.a
The Instructional Activities
Teachers will review concepts that have been presented in earlier grades on living organisms. Students should already be familiar with living organisms’ need
for survival and with life cycles of both plants and animals.
The concept of classification of plants and animals is introduced for the first time in fifth grade. Students will use their understanding of the concept of grouping
by similarities to begin to distinguish classification systems. Teachers will introduce the dichotomous keys.
Another major study of this unit will be the major organ systems of the human body and how those systems are similar for animals belonging to other vertebrate
classes.
Ecosystems, including the interactions among organisms and their environment, will be reviewed in this unit. Students will recall the predator/prey relationship
and will differentiate between the producers and consumers.
Other projects and activities in this unit include:
 The seven life processes PowerPoint
 Animal adaptations project
 Cells PowerPoint
 AIMS Flower study
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 14
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Body Presentation group project
Online classification media video
Butler R-V School District
Curriculum Guide
Subject Area:
Science
Unit Topic:
Matter and Energy
Grade Level: 5
Time Frame: 6 weeks
Enduring Understanding or Big Idea
The Performance Task or Project
Mass is conserved (remains the same) during any
physical or chemical change.
Students will list examples of substances where mass is conserved in spite of a physical change. (i.e.,
water, butter, cheese, shortening, thermal (hand warmer) packs).
Energy has a source and it can be stored and/or
transferred.
Students will fill two beakers with water and record the water temperature. Students will then place one
beaker in sun and record its temperature after one hour. Students will determine which beaker has higher
temperature and explain why.
The Essential Questions
How does the movement of particles affect the properties of matter?
How does thermal energy affect the physical properties of matter?
How is the mass of an object altered during a physical or chemical change?
How is light transferred from a source to a receiver?
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 15
How is the Sun’s energy vital to sustaining life on Earth?
Knowledge and Skills
Assessment Method
DOK
External
Alignment
Describe how changes in state (i.e., freezing, melting,
condensation, evaporation, boiling) provide evidence that
matter is made of particles too small to be seen.
Students will answer a constructed response question explaining the
process of what happens to a puddle of water as the sun warms it.
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SC 1;
ME.1.C.a
Classify matter as a solid, a liquid, or a gas, as it exists at room
temperature, using physical properties.
Students will be given a list of objects and must classify each object
as solid, liquid, or gas.
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SC 1;
ME.1.D.a
Predict the effect of heat (thermal energy) on the physical
properties of water as it changes to and from a solid, liquid, or
gas.
Given images of water in the three different states (solid, liquid, and
gas) students will classify them using physical properties.
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SC 1;
ME.1.D.b
Observe the mass of water remains constant as it changes state
(as evidenced in a closed container).
Students will measure the mass of water in both liquid and frozen
state and then transfer their findings into a table.
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SC 1; 1.8;
ME.1.I.a
Observe and explain light being transferred from the source to
the receiver (eye) through space in straight lines.
Students will observe light through refraction, reflection, and
transmission (i.e., a prism). Then the students will label a diagram to
show what happens to light (travels in straight lines).
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SC 1; 1.4;
ME.2.A.a
Observe and explain how an object (e.g., moon, mirror,
objects in a room) can only be seen when light is reflected
from that object to the receiver (eye).
Students will observe light through refraction, reflection, and
transmission (i.e., a prism). Then the students will label a diagram to
show what happens to light (travels in straight lines).
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SC 1;
ME.2.A.b
Identify the Sun as the primary source of energy
for temperature change on Earth
Students will answer a constructed response question about the
primary source of energy for temperature change on Earth.
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SC 1;
ME.2.C.a
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 16
The Instructional Activities
Students will explore mixtures, concentrations, solvents, solutions. Students will make slime and goo yuck. Students will examine the states of matter and make
collages to demonstrate their findings.
Students will explore properties of matter and recognize that physical changes in the state of matter can be explained by the Kinetic Theory of Matter. Students
will conduct a teabag activity to compare the movement of molecules in various temperatures. Students will measure the mass of water in frozen and liquid
states.
As a part of their study of light, students will observe light through refraction, reflection, and transmission. Students will make a periscope and observe light
through prisms. They will distinguish between convex and concave lenses. Resources include AIMS light and energy activities.
Teachers will ensure that students review concepts of energy related to electrical circuits, conductors, and insulators.
Students will use scientific inquiry as they gather evidence from qualitative and quantitative observations that are appropriate for this unit. Students will measure
mass to the nearest gram and temperature to the nearest degree Celsius. Students will compare amounts and measurements.
This unit is also an appropriate opportunity for teachers to lead students to explore the impact of advancements in science and technology as they consider how
investigative techniques have been enhanced by telescopes, microscopes, and electronic equipment.
Students in fifth grade will not be expected to differentiate between mass and weight, but may use the terms interchangeably.
Butler R-V School District
Curriculum Guide
Subject Area:
Science
Unit Topic:
The Universe
Grade Level: 5
Time Frame: 6 weeks
Enduring Understanding or Big Idea
The Performance Task or Project
The universe has observable properties and
structure.
Students will complete the Spectacular Solar System web quest as well as a paper/pencil test about the
properties and structure of the universe.
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 17
Gravitational forces affect the motion of
objects in the universe.
Students will complete a paper/pencil test that demonstrates the explanation/reasoning behind tides, moon
phases, rotation, and apparent movement of stars.
The Essential Questions
How do the components of our solar system relate to each other?
What factors allow life to exist on planet Earth?
Why do the images of the moon change as we move day to day?
How does the motion of Earth impact our natural phenomena?
Knowledge and Skills
Assessment Method
DOK
External
Alignment
Observe and identify the Earth is one of several
planets within a solar system that orbits the
Sun.
Students will complete a multiple-choice statement that describes the solar system.
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SC 6;
U.1.A.a
Observe and identify the Moon orbits the Earth
in about a month.
Students will complete a multiple-choice statement that describes the moon phases.
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SC 6;
U.1.A.b
Identify that planets look like stars and appear
to move across the sky among the stars.
Students will explain why they can see a constellation in one location at a certain
time but can’t see it in the same location at a later time.
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SC 6;
U.1.A.c
Students will complete the web quest “Spectacular Solar System”
(www.milton.k12.vt.us) which involves creating travel brochures about the physical
features of planets, Sun, Moon, or stars. Students will create a space human which
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SC 6;
U.1.B.a
Describe physical features of the planet Earth
that allow life to exist (e.g., air, water,
temperature) and compare these to the physical
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 18
features of the Sun, the Moon, and other planets.
shows special adaptations to survive under varying conditions of their assigned
planets.
Sequence images of the lit portion of the Moon
seen from Earth as it cycles day-to-day in about
a month in order of occurrence.
Students will be given an observation of a moon phase. They are to predict what the
moon will look like in a specified amount of days.
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SC 6; 3.5;
U.2.B.a
Identify that the Earth rotates once every 24
hours.
Students will answer a constructed response question explaining what makes a full
day on Earth.
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SC 6;
U.2.C.a
Relate changes in the length and position of a
shadow to the time of day and apparent position
of the Sun in the sky, as determined by Earth’s
rotation.
Students will answer a constructed response question describing the change in the
Sun’s path from season to season that affects the length of the Sun’s shadows.
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SC 6;
U.2.C.b
Relate the apparent motion of the Sun, Moon,
and stars in the sky to the rotation of the Earth.
(Do not assess apparent motion of polar
constellations).
Students will answer multiple-choice and constructed response questions pertaining
to day and night, seasons change, and calendar year.
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SC 6;
U.2.C.c.
The Instructional Activities
Teachers will build on students’ prior knowledge of the Earth, Sun, and Moon and will expand this knowledge to enable students to understand that the Earth is a
part of a larger system that includes other planets and smaller celestial bodies. Students will consider what characteristics of the Earth allow it to sustain life and
whether those characteristics are present on other planets.
There are many websites depicting our solar system that can be useful to teachers and students who are studying the universe. This is a partial list:
 http://www.milton.k12.vt.us/WebQuests/LChagnon/solar_system_webquest.htm#mural%20description
 http://www2.semo.edu/mast/mlc/take%20a%20peek.pdf
 http://www.onr.navy.mil/focus/spacesciences/observingsky/motion1.htm
 http://www.quia.com/quiz/245402.html
 http://sunshine.chpc.utah.edu/labs/moon/lunar_phases_main.html (images of the lit portion of the Moon seen from Earth as it cycles day-to-day in
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 19
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about a month in order of occurrence)
http://library.thinkquest.org/J0112188/moon_phases.htm (pictures and brief description of phases, animated moon phases)
http://www2.semo.edu/mast/mlc/moon%20man.pdf
http://aa.usno.navy.mil/data/docs/RS_OneDay.php (provides sunrise, sunset, and moon phase for each date and city)
http://www.learningmedia.co.nz/staticactivities/online_activities/theshadow/ (interactive website on shadows)
http://micro.magnet.fsu.edu/optics/activities/students/investigatingshadows.html
http://astro.uchicago.edu/cara/southpole.edu/angle.html
Students will monitor the patterns of the objects in the sky and understand that those patterns also explain natural phenomena on Earth such as day, month, year,
shadows, moon phases, eclipses, tides, and seasons.
The theme for this unit provides an excellent opportunity for students to consider the work of important scientists and inventors who have contributed to
scientific discoveries.
Butler R-V School District
Science Curriculum
Approved by the Board of Education, June 11, 2009
Page 20