Deer Valley Unified
School District
Science Curriculum
Fifth Grade
Table of Contents
2014-2015 Science Standards ............................................................................................................................................................................................................ 3
Planning for Science Instruction in 2014-15 .................................................................................................................................................................................... 4
NGSS Science and Engineering Practices 1-4 ................................................................................................................................................................................. 5
NGSS Science and Engineering Practices 5-8 ................................................................................................................................................................................. 6
Next Generation Science Fifth Grade Story Line ........................................................................................................................................................................... 7
Topic: Matter and Its Interactions .................................................................................................................................................................................................. 8
Topic: Forces and Interactions ...................................................................................................................................................................................................... 13
Topic: Energy .................................................................................................................................................................................................................................. 16
Topic: Energy From Air and Water ............................................................................................................................................................................................. 19
Topic: Ecosystems – Interactions, Energy, and Dynamics .......................................................................................................................................................... 21
Topic: Human Body ........................................................................................................................................................................................................................ 24
Topic: Sun, Moon, and Stars.......................................................................................................................................................................................................... 28
Topic: Earth in the Solar System................................................................................................................................................................................................... 32
Topic: Earth’s Systems ................................................................................................................................................................................................................... 35
Topic: Changes in Environments .................................................................................................................................................................................................. 39
Topic: Levers and Pulleys .............................................................................................................................................................................................................. 43
Topic: History and Nature of Science ........................................................................................................................................................................................... 49
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Revised June 2014
Fifth Grade Science
2014-2015 Science Standards
While the final version of the NGSS were released on April 9, 2013,
Arizona has not adopted the NGSS and Arizona’s 2004 Science
Standard is still in effect and will be in effect for the 2014-15 school
year. Science AIMS will continue to be administered to grades 4, 8,
and HS Biology during Spring 2015.
Page 3 of 52
Revised June 2014
Fifth Grade Science
Planning for Science Instruction in 2014-15
Published March 2014
A timeframe for adopting new science standards or changing the science assessment in Arizona has not yet been determined.
A big question the Science Team at the ADE receives is “What is happening with the standards and how should I plan for next year?”
We currently do not have a firm timeline for when Arizona’s State Board of Education will consider adopting new science standards. During the 2014-15 school
year, Arizona’s current Science Standard will still be in effect and the Science AIMS will still be administered Spring 2015 for grades 4, 8, and high school
biology.
Although Arizona’s science standards aren’t changing for next year, this does not mean that you must continue teaching the way that you did when the standards
were first adopted in 2004. We strongly encourage you to begin to shift your instruction to align to the vision of the Framework for K-12 Science Education. This
change in instruction involves teaching at the intersection of the three dimensions: science and engineering practices, crosscutting concepts, and the core
disciplinary ideas. Additionally, formative or classroom assessments of students should focus more on the students’ abilities to perform at the intersection of these
three dimensions, rather than for each dimension in isolation.
As you consider how you will modify your curriculum or instruction, think in terms of how to make better connections for your students.
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How can you make better connections between the content objectives (within and between Strands 4, 5, and 6) so they build deeper conceptual
understanding for your students?
How can you teach the current objectives in Strand 1 (inquiry processes) and expand them to the complexity of the eight science and engineering
practices in the Framework.
How can you then connect these eight practices to the content objectives (in Strands 4, 5, and 6) in our current standard?
How can you use these practices to connect to the application objectives (in Strands 2 and 3) and the crosscutting concepts?
How can you embed the AZCCRS Literacy Standards in Reading and Writing to develop a deeper content understanding and support the practices
of constructing explanations, developing and using models, engaging in arguments from evidence, and obtaining, evaluating and communicating
information in science?
How can the performance expectations of the Next Generation Science Standards guide these changes towards making better connections?
Consider using the ADE curriculum analysis document posted on our website to help you analyze your lessons. If you are a K-5 teacher, you will find specific
curriculum analysis documents aligned with our current science standard and topics to make your analysis easier. You have your work cut out for you. Moving
science education to a deeper, more meaningful level with the constraints of our current standards and classroom resources is a challenge.
The ADE knows that we have a deep pool of talent in this state willing to rise to this challenge. As we all move forward together, the ADE has two different ways
for you to get more involved in the process. We encourage you to apply to serve on a Resource Development and/or Review Team or to apply to serve on a
Standards Development/Review team. Each of these teams are important for helping us move closer to new science standards in Arizona.
http://www.azed.gov/standards-practices/files/2014/03/planningscience2014.pdf
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Revised June 2014
Fifth Grade Science
NGSS Science and Engineering Practices 1-4
Asking Questions and Defining
Problems
• Asking questions and defining
problems in 3–5 builds on K–2
experiences and progresses to
specifying qualitative relationships.
• Ask questions about what would
happen if a variable is changed.
• Identify scientific (testable) and
non-scientific (non- testable)
questions.
• Ask questions that can be investigated
and predict reasonable outcomes based
on patterns such as cause and effect
relationships.
• Use prior knowledge to describe
problems that can be solved.
• Define a simple design problem that
can be solved through the development
of an object, tool, process, or system
and includes several criteria for success
and constraints on materials, time, or
cost.
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Developing and Using Models
• Modeling in 3–5 builds on K–2
experiences and progresses to building
and revising simple models and using
models to represent events and design
solutions.
• Identify limitations of models.
• Collaboratively develop and/or revise
a model based on evidence that
shows the relationships among
variables for frequent and regular
occurring events.
• Develop a model using an
analogy, example, or abstract
representation to describe a
scientific principle or design
solution.
• Develop and/or use models to describe
and/or predict phenomena.
• Develop a diagram or simple
physical prototype to convey a
proposed object, tool, or process.
• Use a model to test cause and effect
relationships or interactions
concerning the functioning of a natural
or designed system.
Revised June 2014
Planning and Carrying Out
Investigations
• Planning and carrying out
investigations to answer questions or
test solutions to problems in 3–5
builds on K–2 experiences and
progresses to include investigations
that control variables and provide
evidence to support explanations or
design solutions.
• Plan and conduct an investigation
collaboratively to produce data to
serve as the basis for evidence, using
fair tests in which variables are
controlled and the number of trials
considered.
• Evaluate appropriate methods and/or
tools for collecting data.
• Make observations and/or
measurements to produce data to
serve as the basis for evidence for an
explanation of a phenomenon or test
a design solution.
• Make predictions about what
would happen if a variable
changes.
• Test two different models of the same
proposed object, tool, or process to
determine which better meets criteria
for success.
Analyzing and Interpreting Data
• Analyzing data in 3–5 builds on K–
2 experiences and progresses to
introducing quantitative approaches
to collecting data and conducting
multiple trials of qualitative
observations.
• When possible and feasible, digital
tools should be used.
• Represent data in tables and/or various
graphical displays (bar graphs,
pictographs, and/or pie charts) to
reveal patterns that indicate
relationships.
• Analyze and interpret data to make
sense of phenomena, using logical
reasoning, mathematics, and/or
computation.
• Compare and contrast data collected
by different groups in order to discuss
similarities and differences in their
findings.
• Analyze data to refine a problem
statement or the design of a
proposed object, tool, or process.
• Use data to evaluate and refine design
solutions.
Fifth Grade Science
NGSS Science and Engineering Practices 5-8
Use Mathematics and Computational
Thinking
• Mathematical and computational
thinking in 3–5 builds on K–2
experiences and progresses to
extending quantitative measurements to
a variety of physical properties and
using computation and mathematics to
analyze data and compare alternative
design solutions.
• Decide if qualitative or quantitative
data are best to determine whether a
proposed object or tool meets criteria
for success.
• Organize simple data sets to reveal
patterns that suggest relationships.
• Describe, measure, estimate, and/or
graph quantities such as area, volume,
weight, and time to address scientific
and engineering questions and
problems.
• Create and/or use graphs and/or charts
generated from simple algorithms to
compare alternative solutions to an
engineering problem.
Page 6 of 52
Constructing Explanations and
Designing Solutions
• Constructing explanations and
designing solutions in 3–5 builds on
K–2 experiences and progresses to the
use of evidence in constructing
explanations that specify variables
that describe and predict phenomena
and in designing multiple solutions to
design problems.
• Construct an explanation of observed
relationships (e.g., the distribution of
plants in the back yard).
• Use evidence (e.g., measurements,
observations, patterns) to construct or
support an explanation or design a
solution to a problem.
• Identify the evidence that supports
particular points in an explanation.
• Apply scientific ideas to solve design
problems.
• Generate and compare multiple
solutions to a problem based on how
well they meet the criteria and
constraints of the design solution.
Revised June 2014
Engaging in Argument from Evidence
• Engaging in argument from evidence
in 3–5 builds on K–2 experiences and
progresses to critiquing the scientific
explanations or solutions proposed by
peers by citing relevant evidence about
the natural and designed world(s).
• Compare and refine arguments
based on an evaluation of the
evidence presented.
• Distinguish among facts, reasoned
judgment based on research findings,
and speculation in an explanation.
• Respectfully provide and receive
critiques from peers about a proposed
procedure, explanation or model.by
citing relevant evidence and posing
specific questions.
• Construct and/or support an
argument with evidence, data,
and/or a model.
• Use data to evaluate claims about
cause and effect.
• Make a claim about the merit of a
solution to a problem by citing relevant
evidence about how it meets the
criteria and constraints of the problem.
Obtaining, Evaluating, and
Communicating Information
• Obtaining, evaluating, and
communicating information in 3–5
builds on K–2 experiences and
progresses to evaluating the merit and
accuracy of ideas and methods.
• Read and comprehend gradeappropriate complex texts and/or
other reliable media to
summarize and obtain scientific
and technical
• ideas and describe how they are
supported by evidence.
• Compare and/or combine across
complex texts and/or other reliable
media to support the engagement in
other scientific and/or engineering
practices.
• Combine information in written text
with that contained in corresponding
tables, diagrams, and/or charts to
support the engagement in other
scientific and/or engineering practices.
• Obtain and combine information from
books and/or other reliable media to
explain phenomena or solutions to a
design problem.
• Communicate scientific and/or
technical information orally and/or in
written formats, including various
forms of media as well as tables,
diagrams, and charts.
Fifth Grade Science
Next Generation Science Fifth Grade Story Line
The performance expectations in fifth grade help students formulate answers to questions such as: “When matter changes, does its weight change? How much
water can be found in different places on Earth? Can new substances be created by combining other substances? How does matter cycle through ecosystems?
Where does the energy in food come from and what is it used for? How do lengths and directions of shadows or relative lengths of day and night change from day
to day, and how does the appearance of some stars change in different seasons?” Fifth grade performance expectations include PS1, PS2, PS3, LS1, LS2, ESS1,
ESS2, and ESS3 Disciplinary Core Ideas from the NRC Framework. Students are able to describe that matter is made of particles too small to be seen through the
development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is
conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example,
students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the
distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using
models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once
energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the
seasonal appearance of some stars in the night sky. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and matter; and
systems and systems models are called out as organizing concepts for these disciplinary core ideas. In the fifth grade performance expectations, students are
expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data,
using mathematics and computational thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating information; and to use these
practices to demonstrate understanding of the core ideas.
Page 7 of 52
Revised June 2014
Fifth Grade Science
Topic: Matter and Its Interactions
Topic: Matter and Its Interactions
Arizona Science Standards
Inquiry & Physical Science
S1C1PO2
S1C2PO1
S5C1PO1
S5C1PO2
S5C1PO3
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Formulate predictions in the realm of science based on observed
cause and effect relationships. (5-PS1-4)
Demonstrate safe behavior and appropriate procedures (e.g. use and
care of technology, materials, organisms) in all science inquiry. (5PS1-4)
Identify that matter is made of smaller units called: molecules
( H2O, CO2): atoms (H, N, Na) (5-PS1-1)
Distinguish between mixtures and compounds (5-PS1-2) (5-PS1-3)
(5-PS1-4)
Describe changes of matter: physical (cutting wood, ripping
paper, freezing water); chemical ( burning of wood,
rusting of iron, milk turning sour) (5-PS1-2) (5-PS1-3) (5-PS1-4)
5-PS1-1
5-PS1-2
5-PS1-3
5-PS1-4
Revised June 2014
Next Generation Science Standards
Physical Sciences (PS)
5-PS1 Matter and Its Interactions
Students who demonstrate understanding can develop a model to
describe that matter is made of particles too small to be seen.
Students who demonstrate understanding can measure and graph
quantities to provide evidence that regardless of the type of change
that occurs when heating, cooling, or mixing substances, the total
weight of matter is conserved.
Students who demonstrate understanding can make observations and
measurements to identify materials based on their properties.
Students who demonstrate understanding can conduct an
investigation to determine whether the mixing of two or more
substances results in new substances.
Fifth Grade Science
Topic: Matter and Its Interactions
Science and Engineering Practices
Disciplinary Core Ideas (DCIs)
Crosscutting Concepts
Developing and Using Models
PS1.A: Structure and Properties of Matter
Cause and Effect
Modeling in 3–5 builds on K–2 experiences and
• Matter of any type can be subdivided into
• Cause and effect relationships are routinely
progresses to building and revising simple models and
particles that are too small to see, but even
identified, tested, and used to explain
using models to represent events and design solutions.
then the matter still exists and can be detected
change. (5-PS1-4)
• Develop a model to describe phenomena. (5by other means. A model showing that gases
Scale, Proportion, and Quantity
PS1-1)
are made from matter particles that are too
• Natural objects exist from the very small to
small to see and are moving freely around in
Planning and Carrying Out Investigations
the immensely large. (5-PS1-1)
Planning and carrying out investigations to answer
space can explain many observations, including
• Standard units are used to measure and
questions or test solutions to problems in 3–5 builds
the inflation and shape of a balloon and the
describe physical quantities such as weight,
on K–2 experiences and progresses to include
effects of air on larger particles or objects. (5time, temperature, and volume. (5-PS1investigations that control variables and provide
PS1-1)
2),(5-PS1-3)
evidence to support explanations or design solutions.
• The amount (weight) of matter is conserved
• Conduct an investigation collaboratively to
when it changes form, even in transitions in
----------------------------------------------------produce data to serve as the basis for evidence,
which it seems to vanish. (5-PS1-2)
Connections to Nature of Science
using fair tests in which variables are
• Measurements of a variety of properties can be
Scientific Knowledge Assumes an Order and
controlled and the number of trials considered.
used to identify materials. (Boundary: At this
Consistency in Natural Systems
(5-PS1-4)
grade level, mass and weight are not
• Science assumes consistent patterns in
• Make observations and measurements to
distinguished, and no attempt is made to
natural systems. (5-PS1-2)
produce data to serve as the basis for
define the unseen particles or explain the
evidence for an explanation of a
atomic-scale mechanism of evaporation and
phenomenon. (5-PS1-3)
condensation.) (5-PS1-3)
Using Mathematics and Computational Thinking
PS1.B: Chemical Reactions
Mathematical and computational thinking in 3–5
• When two or more different substances are
builds on K–2 experiences and progresses to
mixed, a new substance with different
extending quantitative measurements to a variety of
properties may be formed. (5-PS1-4)
physical properties and using computation and
• No matter what reaction or change in properties
mathematics to analyze data and compare alternative
occurs, the total weight of the substances does
design solutions.
not change. (Boundary: Mass and weight are
• Measure and graph quantities such as weight
not distinguished at this grade level.) (5-PS1-2)
to address scientific and engineering
questions and problems. (5-PS1-2)
Connections to other DCIs in fifth grade: N/A
Articulation of DCIs across grade-levels: 2.PS1.A (5-PS1-1),(5-PS1-2),(5-PS1-3),2.PS1.B (5-PS1-2),(5-PS1-4),MS.PS1.A (5-PS1-1),(5-PS1-2),(5-PS1-3),(5-PS14),MS.PS1.B (5-PS1-2),(5-PS1-4)
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Revised June 2014
Fifth Grade Science
Topic: Matter and Its Interactions
Arizona College and Career Ready Standards Connections
English Language Arts
5.RI.7
5.W.7
5.W.8
5.W.9
Mathematics
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly
or to solve a problem efficiently. (5-PS1- 1)
Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic. (5PS1-2),(5-PS1-3),(5-PS1-4)
Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or
paraphrase information in notes and finished work, and
provide a list of sources. (5-PS1-2),(5-PS1-3),(5-PS1-4)
Draw evidence from literary or informational texts to support
analysis, reflection, and research. (5-PS1-2),(5-PS1-3),(5-PS1-4)
MP.2
Reason abstractly and quantitatively. (5-PS1-1),(5-PS1-2),(5-PS1-3)
MP.4
Model with mathematics. (5-PS1-1),(5-PS1-2),(5-PS1-3)
MP.5
Use appropriate tools strategically. (5-PS1-2),(5-PS1-3)
5. NBT.A.1
Explain patterns in the number of zeros of the product when
multiplying a number by powers of 10, and explain patterns in the
placement of the decimal point when a decimal is multiplied or
divided by a power of 10. Use whole-number exponents to denote
powers of 10. (5-PS1-1)
Apply and extend previous understandings of division to divide unit
fractions by whole numbers and whole numbers by unit fractions. (5PS1-1)
Convert among different-sized standard measurement units within
a given measurement system (e.g., convert 5 cm to 0.05 m), and
use these conversions in solving multi-step, real-world problems.
(5-PS1-2)
Recognize volume as an attribute of solid figures and understand
concepts of volume measurement. (5-PS1-1)
Measure volumes by counting unit cubes, using cubic cm, cubic in,
cubic ft, and improvised units. (5-PS1-1)
5.NF.B.7
5.MD.A.1
5.MD.C.3
5.MD.C.4
Page 10 of 52
Revised June 2014
Fifth Grade Science
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Topic: Matter and Its Interactions
Enduring Understanding(s)
Matter is everywhere and everything; it cannot be created or destroyed, even on the molecular level. (5-PS1-3, 5-PS1-4, S5C1PO2, S5C1PO3)
Essential Questions
Key Concepts
What is matter made of? (5-PS1-1,
• A mixture combines two or more materials that
• A saturated solution results when a solvent has
S5C1PO1)
retain their own properties
dissolved as much material as it can
How does the weight of an object
• A solution is a mixture in which one material
• Solubility refers to the amount of a material that
compare to the sum of the weight of
seems to disappear in another
can dissolve in a given solvent
its parts before and after an
• A crystal is the solid phase of a material that
• Concentration is the amount of material
interaction? (5-PS1-2, 5-PS1-3,
forms in an identifiable shape or pattern
dissolved in a measure of
S5C1PO3)
liquid
• When a solid dissolves in a liquid, the solid
What causes physical and chemical
seems to disappear
• Volume is the three-dimensional space
changes in objects? (5-PS1-3, 5-PS1occupied by liquid
• When liquids evaporate, they change into a gas
4, S5C1PO3)
and disperse into the air
• When a change results from mixing two or
What comparisons can be made
more materials, that change is a chemical
• Gas is sometimes a product of a reaction
between the original and new
reaction. A reaction results in new products
• Reactants are the active chemicals in a reaction
materials? (5-PS1-3, 5-PS1-4,
•
A precipitate is a solid material that sometimes
• Some products of a reaction are soluble and can
S5C1PO2, S5C1PO3)
forms as a product
be observed only after evaporating the solution
How do these comparisons
of a reaction
• Molecules are made up of atoms.
demonstrate that a change has
• Matter is anything that takes up space and has
occurred? (5-PS1-3, 5-PS1-4,
mass.
S5C1PO2, S5C1PO3)
• Particles are very tiny or small pieces, atom.
Student Friendly Objectives
Academic Vocabulary
• I will make a model that shows matter is made of particles too small to be
• atom
seen. (5-PS1-1, S5C1PO1)
• change
• I will measure and graph evidence showing that the total amount of matter
• chemical reaction
doesn’t change regardless of heating, cooling or mixing. (5-PS1-3, 5-PS1• concentration
4, S5C1PO2, S5C1PO3)
• crystal
• I will make observations and measurements to identify materials based on
• dilute
their properties. (5-PS1-3, 5-PS1-4, S5C1PO2, S5C1PO3)
• dissolving
• I will perform an experiment to determine if mixing two or more
• elements
substances results in a new substance. (5-PS1-3, 5-PS1-4, S5C1PO2,
• evaporation
S5C1PO3)
• matter
• mixture
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
Identify that matter is made of smaller
Describe the cause and effect of a
Compare mixtures and solutions; cite
units called molecules and atoms.
physical and chemical change.
evidence from your investigation to
evaluate the similarities and differences.
Page 11 of 52
Revised June 2014
•
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•
•
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•
molecule
particles
precipitate
property
reactant
saturated solution
solubility
solute
solution
solvent
volume
DOK 4 – Extended Thinking
Use the inquiry process to design a new
filtering system for separating a mixture
or solution.
Fifth Grade Science
Developing
(below standard)
•
•
No diagram is included.
Student requires support and
accommodations to complete
an attempt to separate the
mixture or solution.
Topic: Matter and Its Interactions
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
•
•
•
•
An attempt at a diagram is
made but lacks details and
labeling.
An attempt has been made to
separate the mixture or
solution.
Student requires some
assistance.
•
•
A diagram is included,
however lacks details.
The mixture or solution has
been separated.
Student requires little
assistance.
Mastery
(exceptional understanding of
standard)
• Analyze and explain the data
gathered throughout the
experiment.
• A detailed diagram of the
filter is included with labels.
• The mixture or solution has
been separated and identified.
• Student completes this
independently.
Suggested Activities/Labs
DVUSD Adopted Resources
Foss Kits Mixtures and Solutions
Reading Street- Leveled Reader
Page 12 of 52
Supplemental Resources
Core Six- Vocabulary Code
Study Jams
Revised June 2014
Fifth Grade Science
Topic: Forces and Interactions
Topic: Forces and Interactions
Arizona Science Standards
Physical Science & Earth and Space Science
S5C2PO1
Describe the following forces: gravity and friction. (5-PS2-1)
5-PS2-1
S6C2PO4
Next Generation Science Standards
Physical Sciences (PS)
5-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can support an argument
that the gravitational force exerted by Earth on objects is directed
down
Describe the role of gravity as an attractive force between celestial
objects. (5-PS2-1
Science and Engineering Practices
Disciplinary Core Ideas (DCIs)
Engaging in Argument from Evidence
PS2.B: Types of Interactions
Engaging in argument from evidence in 3–5 builds on
• The gravitational force of Earth acting on an
K–2 experiences and progresses to critiquing the
object near Earth’s surface pulls that object
scientific explanations or solutions proposed by peers
toward the planet’s center. (5-PS2-1)
by citing relevant evidence about the natural and
designed world(s).
• Support an argument with evidence, data, or a
model. (5- PS2-1)
Crosscutting Concepts
Cause and Effect
• Cause and effect relationships are routinely
identified and used to explain change. (5-PS21)
Connections to other DCIs in fifth grade: N/A
Articulation of DCIs across grade-levels: 3.PS2.A (5-PS2-1),3.PS2.B (5-PS2-1),MS.PS2.B (5-PS2-1),MS.ESS1.B (5-PS2-1),MS.ESS2.C (5-PS2-1)
Arizona College and Career Ready Standards Connections
English Language Arts
5.RI.1
5.RI.9
5.W.1
Page 13 of 52
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text. (5-PS2-1)
Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably. (5-PS2-1)
Write opinion pieces on topics or texts, supporting a point of view
with reasons and information. (5-PS2-1)
Mathematics
N/A
Revised June 2014
Fifth Grade Science
Topic: Forces and Interactions
Enduring Understanding(s)
• The relationship between force and motion. (5-PS2, S5C2PO1)
Essential Questions
Key Concepts
• How is universal gravitation influence by the mass of an object? (5-PS2,
• The larger the object the more gravitational pull it exerts.
S5C2PO1)
• Gravity is the attraction between two masses.
• What effects do balanced and unbalanced forces have in an object? (5PS2, S6C2PO4)
Student Friendly Objectives
Academic Vocabulary
• I will demonstrate an understanding that the gravitational force exerted by
• matter
• acceleration
Earth on objects is directed down. (5-PS2, S5C2PO1)
• momentum
• distance
•
motion
• force
•
pull
• friction
• push
• gravity
• inertia
• speed
• laws of gravity
• velocity
• mass
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Recognize that Earth has a gravitational Predict what the effect would be if there Cite evidence to compare and contrast
Design an experiment to apply the
force.
was no gravity on Earth.
the gravitational forces on the Earth and learned concepts to one of Newton’s
the Moon.
Laws of gravity.
Page 14 of 52
Revised June 2014
Fifth Grade Science
Developing
(below standard)
•
•
Demonstrates understanding
of the concept, not Newton’s
Laws.
Student requires support and
accommodations to complete
an attempt to design an
experiment on Newton’s
Laws.
Topic: Forces and Interactions
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
•
•
•
Demonstrates an
• Demonstrates an
understanding for Newton’s
understanding and cites
Law, however cannot prove
evidence to prove theory.
theory.
• Experiment has been created
An attempt has been made to
using the inquiry process.
design an experiment of
• Student requires little
Newton’s Laws.
assistance.
Student requires some
assistance.
Suggested Activities/Labs
Mastery
(exceptional understanding of
standard)
• Analyze and explain the data
gathered throughout the
experiment.
• Develop a logical argument
that proves Newton’s Law as
demonstrated in the
experiment.
• Student completes this
independently.
Rube Goldberg Activity
DVUSD Adopted Resources
Reading Street
Foss Kit- Levers and Pulley
Page 15 of 52
Supplemental Resources
www.Nasa.gov
http://science.discovery.com/interactives/literacy/newton/newton.html
Gravity and Falling objects
Study Jams
Core Six- Vocabulary Code
Revised June 2014
Fifth Grade Science
Topic: Energy
Topic: Energy
Arizona Science Standards
Inquiry
Next Generation Science Standards
Physical Sciences (PS)
5-PS3 Energy
S1C1PO3
Locate information related to an investigation. (5-PS3-1)
5-PS3-1
Students who demonstrate understanding can use models
to describe that energy in animals’ food (used for body
S1C2PO5
Record data in an organized and appropriate format.(5-PS3-1)
repair, growth, motion, and to maintain body warmth)
was once energy from the sun.
Science and Engineering Practices
Disciplinary Core Ideas (DCIs)
Crosscutting Concepts
Developing and Using Models
PS3.D: Energy in Chemical Processes and
Energy and Matter
Modeling in 3–5 builds on K–2 experiences and
Everyday Life
• Energy can be transferred in various ways
progresses to building and revising simple models and
• The energy released [from] food was once
and between objects. (5-PS3-1)
using models to represent events and design solutions.
energy from the sun that was captured by
plants in the chemical process that forms
• Use models to describe phenomena. (5-PS3-1)
plant matter (from air and water). (5-PS3-1)
LS1.C: Organization for Matter and Energy Flow
in Organisms
• Food provides animals with the materials
they need for body repair and growth and
the energy they need to maintain body
warmth and for motion. (secondary to 5-PS31)
Connections to other DCIs in fifth grade: N/A
Articulation of DCIs across grade-levels: K.LS1.C (5-PS3-1),2.LS2.A (5-PS3-1),4.PS3.A (5-PS3-1),4.PS3.B (5-PS3-1),4.PS3.D (5-PS3-1),MS.PS3.D (5-PS31),MS.PS4.B (5-PS3-1),MS.LS1.C (5-PS3-1),MS.LS2.B (5-PS3-1)
Arizona College and Career Ready Standards Connections
English Language Arts
5.RI.7
SL.5.5
Page 16 of 52
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently. (5-PS3- 1)
Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the
development of main ideas or themes. (5-PS3-1)
Mathematics
N/A
Revised June 2014
Fifth Grade Science
Topic: Energy
Enduring Understanding(s)
• Use models to describe that energy in animals’ food was once energy from the sun. (5-PS3-1 S1C1PO3, S1C2PO5)
Essential Questions
Key Concepts
• How do animals get energy from the sun? (5-PS3-1, S1C1PO3,
• Energy comes from the sun.
S1C2PO5)
• Energy is used sustain body functions.
• How do animals use their energy to sustain life? (5-PS3-1, S1C1PO3,
S1C2PO5)
• How is energy transferred and transformed as it flows through a food
chain? (5-PS3-1 S1C1PO3, S1C2PO5)
Student Friendly Objectives
Academic Vocabulary
• I will connect the sun to energy in animals.
• energy
• I will draw conclusions between energy and growth, repair, motion,
• food web
and body heat.(5-PS3-1, S1C1PO3, S1C2PO5)
• heat
• I will locate relevant information. (5-PS3-1 S1C1PO3, S1C2PO5)
• transfer
• I will record relevant information in my own words. (5-PS3-1
S1C1PO3, S1C2PO5)
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Explain how energy is transferred from
Construct a flow chart demonstrating
Investigate and cite evidence to show
Design a new way to harness the sun’s
the sun to animals.
the transfer of energy form the sun to
how you would adjust to the lack of sun energy.
animals.
light if you lived at the North Pole
during winter.
Page 17 of 52
Revised June 2014
Fifth Grade Science
Developing
(below standard)
•
•
Demonstrates an
understanding that the sun
produces energy and that
animals consume this energy.
Student requires support and
accommodations to complete
an attempt to design a new
way to harness the sun’s
energy.
Topic: Energy
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
•
•
•
Demonstrates an
• Demonstrates an
understanding that the sun
understanding that the sun
produces energy and that
produces energy and that
animals consume this energy.
animals consume this energy.
An attempt has been made to
• A design has been created
design a new way to harness
using the engineering process
the sun’s energy, however the
and is innovative in approach.
design lacks originality.
• Student requires little
Student requires some
assistance.
assistance.
Suggested Activities/Labs
DVUSD Adopted Resources
Reading Street
Page 18 of 52
Mastery
(exceptional understanding of
standard)
• Demonstrates an
understanding that the sun
produces energy and that
animals consume this energy.
• Uses the engineering process
to design and create a model.
• Student completes this
independently.
Supplemental Resources
Energy in organisms Smart lessonhttps://njctl.org/courses/science/5th-grade-science/energy-in-organisms/#
Study Jams
Core Six- Vocabulary Code
Revised June 2014
Fifth Grade Science
Topic: Energy From Air and Water
Topic: Energy From Air and Water
Arizona Science Standards
Inquiry
Next Generation Science Standards
Life Sciences (LS)
5-LS1 From Molecules to Organisms: Structures and Processes
5-LS1-1
Students who demonstrate understanding can support an argument
that plants get the materials they need for growth chiefly from air
and water.
S1C1PO1
Formulate a relative question through observations that can be tested
by an investigation. (5-LS1-1)
S1C2PO2
Plan a simple investigation that indicates the variables to be
controlled.(5-LS1-1)
Science and Engineering Practices
Disciplinary Core Ideas (DCIs)
Engaging in Argument from Evidence
LS1.C: Organization for Matter and Energy Flow
Engaging in argument from evidence in 3–5 builds
in Organisms
on K–2 experiences and progresses to critiquing the
• Plants acquire their material for growth chiefly
scientific explanations or solutions proposed by
from air and water. (5-LS1-1)
peers by citing relevant evidence about the natural
and designed world(s).
• Support an argument with evidence, data,
or a model. (5-LS1-1)
Crosscutting Concepts
Energy and Matter
• Matter is transported into, out of, and within
systems. (5-LS1-1)
Connections to other DCIs in fifth grade: 5.PS1.A (5-LS1-1)
Articulation of DCIs across grade-levels: K.LS1.C (5-LS1-1),2.LS2.A (5-LS1-1),MS.LS1.C (5-LS1-1)
Arizona College and Career Ready Standards Connections
English Language Arts
5.RI.1
5.RI.9
5.W.1
Page 19 of 52
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text. (5-LS1-1)
Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably. (5-LS1-1)
Write opinion pieces on topics or texts, supporting a point
of view with reasons and information. (5-LS1-1)
Mathematics
MP.2
Reason abstractly and quantitatively. (5-LS1-1)
MP.4
Model with mathematics. (5-LS1-1)
MP.5
Use appropriate tools strategically. (5-LS1-1)
5.MD.A.1
Convert among different-sized standard measurement units within
a given measurement system (e.g., convert 5 cm to 0.05 m), and
use these conversions in solving multi-step, real world problems.
(5-LS1-1)
Revised June 2014
Fifth Grade Science
Topic: Energy From Air and Water
Enduring Understanding(s)
• Plants get the materials they need for growth mainly form air and water. (5-LS1-1, S1C1PO1, S1C2PO2)
Essential Questions
Key Concepts
• Where do plants get the materials they need for growth and development?
• Plant nutrients come from air and water not soil.
(5-LS1-1, S1C1PO1, S1C2PO2)
Student Friendly Objectives
Academic Vocabulary
• I will demonstrate how plants use air and water to get the materials they
• energy
need for growth. (5-LS1-1, S1C1PO1, S1C2PO2)
• matter
• process
• systems
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Recognize that plants use air and water
Make observations and collect the data
Construct a diagram demonstrating
Prove an argument that plants derive
to sustain life.
of plants consuming materials from
knowledge that plants get materials
most of their materials for growth from
water and air.
from air and water.
air and water. Design a model using
only air and water for plant growth.
Developing
(below standard)
•
•
Demonstrates an understanding
that air and water provide
materials for plant growth.
Student requires support and
accommodations to understand
that plants get the majority of
their materials from air and
water.
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
•
•
•
Demonstrates an understanding
that air and water provide
materials for plant growth.
Student requires some
assistance.
•
•
Demonstrates an understanding
that air and water provide
materials for plant growth.
Give proof that air and water
provide the majority of the
materials for plant growth.
Student requires little
assistance.
Mastery
(exceptional understanding of
standard)
• Synthesize how air and water
both separately and together
provide the majority of the
materials for plant growth.
• Cite evidence to support the
claim that air and water
provide materials for plant
growth.
• Uses the engineering process
to design and create a model.
• Student completes this
independently.
Suggested Activities/Labs
DVUSD Adopted Resources
Reading Street
Page 20 of 52
Supplemental Resources
Energy in organisms Smart lessonhttps://njctl.org/courses/science/5th-grade-science/energy-in-organisms/#
Study Jams
Core Six- Vocabulary Code
Revised June 2014
Fifth Grade Science
Topic: Ecosystems – Interactions, Energy, and Dynamics
Topic: Ecosystems – Interactions, Energy, and Dynamics
Arizona Science Standards
Inquiry
Next Generation Science Standards
Life Sciences (LS)
5-LS2 Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can develop a model to
describe the movement of matter among plants, animals,
decomposers, and the environment.
S1C4PO1
S1C4PO2
Communicate verbally or in writing the results of an inquiry
5-LS2-1
Choose an appropriate graphic representation for collected data: bar
graph, line graph, Venn diagram, or model.
S1C4PO3
Communicate with other groups or individuals to compare the results
of a common investigation.
Science and Engineering Practices
Disciplinary Core Ideas (DCIs)
Crosscutting Concepts
Developing and Using Models
LS2.A: Interdependent Relationships in
Systems and System Models
Modeling in 3–5 builds on K–2 models and progresses Ecosystems
• A system can be described in terms of its
to building and revising simple models and using
• The food of almost any kind of animal can be
components and their interactions. (5-LS2- 1)
models to represent events and design solutions.
traced back to plants. Organisms are related in
----------------------------------------------------food webs in which some animals eat plants for
• Develop a model to describe phenomena. (5-LS2Connections to Nature of Science
food and other animals eat the animals that eat
1)
Science Models, Laws, Mechanisms, and Theories
plants. Some organisms, such as fungi and
Explain Natural Phenomena
bacteria, break down dead organisms (both
• Science explanations describe the
plants or plants parts and animals) and
mechanisms for natural events. (5-LS2-1)
therefore operate as “decomposers.”
Decomposition eventually restores (recycles)
some materials back to the soil. Organisms can
survive only in environments in which their
particular needs are met. A healthy ecosystem
is one in which multiple species of different
types are each able to meet their needs in a
relatively stable web of life. Newly introduced
species can damage the balance of an
ecosystem. (5-LS2-1)
LS2.B: Cycles of Matter and Energy Transfer in
Ecosystems
• Matter cycles between the air and soil and
among plants, animals, and microbes as these
organisms live and die. Organisms obtain
gases, and water, from the environment, and
release waste matter (gas, liquid, or solid) back
into the environment. (5-LS2-1)
Connections to other DCIs in fifth grade: 5.PS1.A (5-LS2-1),5.ESS2.A (5-LS2-1)
Articulation of DCIs across grade-levels: 2.PS1.A (5-LS2-1),2.LS4.D (5-LS2-1),4.ESS2.E (5-LS2-1),MS.PS3.D (5-LS2-1),MS.LS1.C (5-LS2-1),MS.LS2.A (5-LS21),MS.LS2.B (5-LS2-1)
Page 21 of 52
Revised June 2014
Fifth Grade Science
5.RI.7
SL.5.5
Topic: Ecosystems – Interactions, Energy, and Dynamics
Arizona College and Career Ready Standards Connections
English Language Arts
Mathematics
Reason abstractly and quantitatively. (5-LS2-1)
Draw on information from multiple print or digital sources,
MP.2
demonstrating the ability to locate an answer to a question quickly
or to solve a problem efficiently. (5-LS2-1)
Model with mathematics. (5-LS2-1)
Include multimedia components (e.g., graphics, sound) and visual
MP.4
displays in presentations when appropriate to enhance the
development of main ideas or themes. (5-LS2-1)
Enduring Understanding(s)
• Scientists use models to demonstrate that matter moves among plants, animals, decomposers, and the environment. (5-LS2-1, S1C4PO1, S1C4PO2, SIC4PO3)
Essential Questions
Key Concepts
• How does matter move through plants? (5-LS2-1, S1C4PO1, S1C4PO2,
• Food of almost any kind originates from plants.
SIC4PO3)
• Understand the flow of an environmental system.
• How does matter move through animals? (5-LS2-1, S1C4PO1,
• Decomposers break down materials and return to soil.
S1C4PO2, SIC4PO3)
• Matter cycles between the air and soil and among living things.
• How does matter move through decomposers? (5-LS2-1, S1C4PO1,
S1C4PO2, SIC4PO3)
• How does matter move through the environment? (5-LS2-1, S1C4PO1,
S1C4PO2, SIC4PO3)
• How does matter move through an entire ecosystem? (5-LS2-1,
S1C4PO1, S1C4PO2, SIC4PO3)
Student Friendly Objectives
Academic Vocabulary
• I will create a web showing the flow of energy in an environmental
• communities
• living (biotic)
system. (5-LS2-1, S1C4PO1, S1C4PO2, SIC4PO3)
• decomposer
• matter
• I will classify living and nonliving organisms in an ecosystem. (5-LS2-1,
• ecosystem
• nonliving (abiotic)
S1C4PO1, S1C4PO2, SIC4PO3)
• environment
• organisms
• I will investigate the relationships within an ecosystem. (5-LS2-1,
• food web
• population
S1C4PO1, S1C4PO2, SIC4PO3)
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Label a food web.
Compare two ecosystems; make
Use concepts to solve non-routine
Read two or more informational texts
observations between the similarities
problems when a new organism is
and graphic illustrations then write an
and differences of each.
introduced to an ecosystem.
informative/explanatory essay analyzing
the negative effects humans have had on
different ecosystems.
Page 22 of 52
Revised June 2014
Fifth Grade Science
Developing
(below standard)
•
•
•
•
Use a minimum of one source
to gather information.
Use flow map to organize
information.
Only part of the writing
process is represented.
Student requires support and
accommodations to
understand humans have had a
negative impact on
ecosystems.
Topic: Ecosystems – Interactions, Energy, and Dynamics
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
•
•
•
•
•
Use multi flow map to
organize information.
Cites one source of evidence
supporting the argument that
humans have had a negative
effect on an ecosystem.
Include all parts of the writing
process.
Student requires some
assistance.
•
•
•
Use multi flow map to
organize information
Cites two sources of evidence
supporting the argument that
humans have had a negative
effect on an ecosystem.
Include all parts of the writing
process.
Student requires little
assistance.
Mastery
(exceptional understanding of
standard)
• Use a multi flow map to
organize information.
• Include all parts of the writing
process.
• Cites multiple sources of
evidence supporting the
argument that humans have
had a negative effect on an
ecosystem.
• Student completes this
independently.
Suggested Activities/Labs
DVUSD Adopted Resources
Reading Street
Page 23 of 52
Supplemental Resource
Study Jams
http://schools.nyc.gov/NR/rdonlyres/947F6E99-EFE9-4826-9DBDDF9163A8651F/0/NYCDOE_G5_LiteracyScience_Ecosystems_Final.pdf
Core Six- Vocabulary Code
Revised June 2014
Fifth Grade Science
Topic: Human Body
Topic: Human Body
Arizona Science Standards: Life Science
S4C1PO1
S4C1PO2
S4C1PO4
S4C1PO3
5.RI.1
5.W.2
5.RI.3
5.W.1
Page 24 of 52
Identify the functions and parts of the skeletal system:
N/A
protection (rib cage, cranium); support (vertebrae);
movement (pelvis, femur, hip)
Identify the following types of muscles: cardiac (heart);
smooth (stomach); skeletal (biceps)
Distinguish between voluntary and involuntary responses
Identify the functions and parts of the nervous system:
control center (brain); relay mechanism (spinal cord);
transport messages (nerves)
Arizona College and Career Ready Standards Connections
English Language Arts
Mathematics
Quote accurately from a text when explaining what the text
MP.2
Reason abstractly and quantitatively. (S4C2PO1-4)
says explicitly and when drawing inferences from the text
MP.5
Use appropriate tools strategically.(S4C2PO1-4)
(S4C1PO1-4)
Write informative/explanatory texts to examine a topic and
MP.6
Attend to precision.(S4C2PO1-4)
convey ideas and information clearly (S4C1PO1-4)
Explain the relationship or interactions between two or
more individual, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in
the text. (S4C1PO1-4)
Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.(S4C1PO1-4)
Revised June 2014
Fifth Grade Science
•
•
•
•
•
•
•
•
•
•
•
•
Topic: Human Body
Enduring Understanding(s)
Understand that there are many parts to the human skeletal system; each with a different job.(S4C1PO1)
Understand there are different types of joints in the human body.(S4C1PO2)
Understand that in order for movement to happen, muscles, tendons, and ligaments must work together.(S4C1PO2)
Understand that movement in the body is both voluntary and involuntary.(S4C1PO3)
Understand that the nervous system is vital to the human body and consists of many different parts.(S4C1PO4)
Essential Questions
Key Concepts
What are the parts of the human skeletal
• The central nervous system is made up of the
• Muscles attach to bones with tissues called
system?(S4C1PO1-4)
spinal cord and the brain.
tendons.
What are the jobs of the human skeletal
• The spinal cord conducts sensory information
• Ligaments attach bone to bone.
from the peripheral nervous system.
system?(S4C1PO1-4)
• The structure of bone is related to its function.
• The brain receives sensory input form the spinal
What are the different types of joints in
• The human body has an articulated skeleton:
cord as well as from its own nerves.
the human body?(S4C1PO2)
jointed or joined in sections.
•
The cerebellum coordinates body movements.
How do muscles, tendons, and ligaments
• The human skeleton has three types of joints:
work together?(S4C1PO2)
hinge, ball and socket, and gliding.
• The cerebellum is divided into two hemispheres.
How is movement in the body both
• Different types of joints allow the body to move
• Neurons, often known as the nerve cells, are the
voluntary and involuntary?(S4C1PO3)
in different ways.
major class of cells in the nervous system.
How is the nervous system vital to the
• The place where two bones come together is a
• Neurons generate electrical signals.
human body?(S4C1PO4)
joint.
• The action of bones, muscles, and the central
What are the parts of the nervous
nervous system working together is called
• An opposable thumb is positioned opposite the
system?(S4C1PO4)
coordination.
other fingers.
• The stimulus is an event that triggers a response.
• Articulated hands with opposable thumbs are
It is often information received through the
essential for performing intricate tasks.
senses.
• The human, rodent, and chick leg bones have
• A response is a reaction to a stimulus.
general similarities and specific differences.
• Response time is the length of time between a
• A human body can move in many ways.
stimulus and a response.
• Bones have a variety of forms.
• Practice increases muscle strength and
• The shape of a bone is often a clue to its
reinforces neural pathways.
function.
• Coordinated humans generally respond to visual
• Bones have three major functions in the human
stimuli in less than a quarter of a second.
body: support, protection, and locomotion.
• The main function of muscles is to provide
• The number and kinds of bones in an organism
movement.
are inherited characteristics.
• When muscles contract, the body moves.
• Bones of many mammals are similar in number
• Muscles provide coordination and structure for
and shape, but different in size.
the body.
Page 25 of 52
Revised June 2014
Fifth Grade Science
Topic: Human Body
•
•
•
•
•
Student Friendly Objectives
I will identify the functions and parts of
the human skeletal system.(S4C1PO1)
I will identify and investigate the different
parts of joints in the human skeletal
system.(S4C1PO2)
I will identify and demonstrate how
muscles, tendons, and ligaments work
together.(S4C1PO2)
I will investigate and observe the
differences between voluntary and
involuntary responses.(S4C1PO3)
I will identify the functions and parts of
the nervous system.(S4C1PO4)
DOK 1 – Recall
Label the parts of the skeletal system,
nervous system, muscle system and
define involuntary and voluntary.
Page 26 of 52
Academic Vocabulary
• articulated
• femur
• ball-and-socket joint
• fixed joints
• biceps
• flex
• bones
• flexors
• brain stem
• fuse
• cartilage
• gliding joint
• central nervous system
• hemispheres
• cerebellum
• hinge joint immobilize
• cerebral cortex
• humerus
• cerebral medulla
• joint
• cerebrum
• ligament
• coccyx
• lobes
• compensate
• locomotion
• contract
• medulla oblongata
• coordination
• movement
• cortex
• muscle
• cramp
• muscle tone
• extensors
• nerves
• neuron
• sternum
• opposable thumb
• stimulus
• pelvis
• stirrup
• protection
• strained muscle
• radius
• support sutures
• response
• tendon
• response time
• tissue
• scapula
• torso
• skeleton
• triceps
• skull
• ulna
• sprain
Student Examples Illustrating Depth of Knowledge
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Show how the systems work together
Construct a model of each system.
Apply concepts learned to write a
and independently.
persuasive letter to the brain as to why
the body needs your system.
Revised June 2014
Fifth Grade Science
Developing
(below standard)
•
•
•
•
•
Some of the parts of the
writing process are completed.
One system has been included.
The stand is unclear as to
which system should be kept.
None or few justifications
have been made for the
system.
Student requires support and
accommodations.
Topic: Human Body
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
•
•
•
•
•
•
Most of the parts of the
writing process are completed.
Two or more systems has been
included.
A stand has been made as to
which system should be kept.
At least one justification has
been made for the system.
Student requires some
assistance.
All parts of the writing
process are completed.
• Three or more systems have
been included.
• A clear stand has been made
as to which system should be
kept.
• Some justifications have been
made for the system, but is
lacking cohesion.
• Student requires little
assistance.
Suggested Activities/Labs
Mastery
(exceptional understanding of
standard)
• All parts of the writing
process are completed.
• All systems have been
included.
• A clear stand has been made
as to which system should be
kept.
• Justifications have been made
for the system.
• Student completes this
independently.
•
•
Persuasive letter/ essay
Creating models of each system
DVUSD Adopted Resources
Foss Kits Human Body
Reading Street- Leveled Reader
Page 27 of 52
Supplemental Resources
Brainpop
Study Jams
Edheads
Core Six- Vocabulary Code
Revised June 2014
Fifth Grade Science
Topic: Sun, Moon, and Stars
Topic: Sun, Moon, and Stars
Arizona Science Standards
Earth and Space Science
S6C2PO1
S6C2PO2
S6C2PO3
S6C3PO4
S6C3PO5
Describe how the Moon’s appearance changes during a four-week
lunar cycle. (5-ESS1-2)
Describe how Earth’s rotation results in day and night at any
particular location (5-ESS1-2)
Distinguish between revolution and rotation (5- ESS1-2)
5-ESS1-1
5- ESS1-2
Describe the change in position and motion of the following objects
in the sky over time: real motion (Moon, planets); apparent motion
(due to the motion of the Earth) – Sun, Moon, stars (5-ESS1-1)
Explain the apparent motion of the Sun and stars. (5-ESS1-1)
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences
and progresses to introducing quantitative
approaches to collecting data and conducting
multiple trials of qualitative observations. When
possible and feasible, digital tools should be used.
• Represent data in graphical displays (bar
graphs, pictographs and/or pie charts) to
reveal patterns that indicate relationships. (5ESS1-2)
Engaging in Argument from Evidence
Engaging in argument from evidence in 3–5 builds
on K–2 experiences and progresses to critiquing the
scientific explanations or solutions proposed by
peers by citing relevant evidence about the natural
and designed world(s).
• Support an argument with evidence, data,
or a model. (5- ESS1-1)
Next Generation Science Standards
Earth and Space Science (ESS)
5-ESS1 Earth’s Place in the Universe
Students who demonstrate understanding can support an argument
that differences in the apparent brightness of the sun compared to
other stars is due to their relative distances from Earth.
Students who demonstrate understanding can represent data in
graphical displays to reveal patterns of daily changes in length and
direction of shadows, day and night, and the seasonal appearance
of some stars in the night sky.
Disciplinary Core Ideas (DCIs)
ESS1.A: The Universe and its Stars
• The sun is a star that appears larger and
brighter than other stars because it is closer.
Stars range greatly in their distance from
Earth. (5-ESS1-1)
ESS1.B: Earth and the Solar System
• The orbits of Earth around the sun and of the
moon around Earth, together with the rotation
of Earth about an axis between its North and
South poles, cause observable patterns. These
include day and night; daily changes in the
length and direction of shadows; and different
positions of the sun, moon, and stars at
different times of the day, month, and year. (5ESS1-2)
Crosscutting Concepts
Patterns
• Similarities and differences in patterns can
be used to sort, classify, communicate and
analyze simple rates of change for natural
phenomena. (5- ESS1-2)
Scale, Proportion, and Quantity
• Natural objects exist from the very
small to the immensely large. (5-ESS11)
Connections to other DCIs in fifth grade: N/A
Articulation of DCIs across grade-levels: 1.ESS1.A (5-ESS1-2),1.ESS1.B (5-ESS1-2),3.PS2.A (5-ESS1-2),MS.ESS1.A (5-ESS1-1),(5-ESS1-2),MS.ESS1.B (5-ESS11),(5-ESS1-2)
Page 28 of 52
Revised June 2014
Fifth Grade Science
Topic: Sun, Moon, and Stars
Arizona College and Career Ready Standards Connections
English Language Arts
5.RI.1
5.RI.7
5.RI.8
5.RI.9
5.W.1
SL.5.5
Page 29 of 52
Mathematics
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text. (5-ESS1-1)
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly
or to solve a problem efficiently. (5-ESS1-1)
Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s). (5-ESS1-1)
MP.2
Reason abstractly and quantitatively. (5-ESS1-1),(5-ESS1-2)
MP.4
Model with mathematics. (5-ESS1-1),(5-ESS1-2)
5.NBT.A.2
Explain patterns in the number of zeros of the product when
multiplying a number by powers of 10, and explain patterns in the
placement of the decimal point when a decimal is multiplied or
divided by a power of 10. Use whole-number exponents to denote
powers of 10. (5-ESS1-1)
Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably. (5-ESS1-1)
Write opinion pieces on topics or texts, supporting a point of view
with reasons and information. (5-ESS1-1)
Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the
development of main ideas or themes. (5-ESS1-2)
5.G.A.2
Represent real world and mathematical problems by graphing
points in the first quadrant of the coordinate plane, and interpret
coordinate values of points in the context of the situation. (5ESS1-2)
Revised June 2014
Fifth Grade Science
Topic: Sun, Moon, and Stars
Enduring Understanding(s)
• Understand that the distance from a star affects its apparent brightness. (5-ESS1-1, 50ESS1-2, S6C2PO1, S6C2PO2, S6C2PO3, S6C2PO4, S6C3PO5)
• Understand that rotation and revolution affect the outcomes of shadows, length of day and night, and the seasonal appearance of some stars in the night sky. (5ESS1-1, 50ESS1-2, S6C2PO1, S6C2PO2, S6C2PO3, S6C2PO4, S6C3PO5)
Essential Questions
Key Concepts
• What predictable observable patterns occur as a result of the interaction
• Earth’s rotation results in day and night at any particular location
between Earth, moon, and sun? (5-ESS1-1, 50ESS1-2, S6C2PO1,
• Sun is a star that appears larger and brighter than other stars because it is
S6C2PO2, S6C2PO3, S6C2PO4, S6C3PO5)
closer to Earth.
• What characteristics does our sun share with other stars? (5-ESS1-1, 5• Stars range greatly in their distance from Earth.
ESS1-2, S6C3PO4, S6C3PO5)
• Orbital patterns occur between the Earth, moon, and sun.
• What is revolution? (5-ESS1-1, 5-ESS1-2, S6C3PO4, S6C3PO5)
• What is rotation? (5-ESS1-1, 5-ESS1-2, S6C3PO4, S6C3PO5)
Student Friendly Objectives
Academic Vocabulary
• I will describe how Earth’s rotation results in day and night at any
• apparent
particular location. (5-ESS1-1, 50ESS1-2, S6C2PO1, S6C2PO2,
• axis
S6C2PO3, S6C2PO4, S6C3PO5)
• lunar
• I will distinguish between revolution and rotation. (5-ESS1-1, 5-ESS1-2,
• moon phases
S6C3PO4, S6C3PO5)
• orbit
• I will rationalize why the sun appears so bright. (5-ESS1-1, 50ESS1-2,
• revolution
S6C2PO1, S6C2PO2, S6C2PO3, S6C2PO4, S6C3PO5)
• rotation
• solar system
• star
• sun
• universe
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Label a diagram of the orbital patterns
Discuss the cause and effects of the
Explain the orbital patterns of the Earth, Create, analyze, and explain a working
of the Earth, moon, and sun.
orbital patterns of the Earth, moon, and
moon, and sun.
model of the orbital patterns of the
sun.
Earth, moon, and sun.
Page 30 of 52
Revised June 2014
Fifth Grade Science
Developing
(below standard)
•
•
Creation of working model.
Student requires support and
accommodations to
understand humans have had
a negative impact on
ecosystems.
Topic: Sun, Moon, and Stars
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
•
•
•
Creation of working model.
Explanation of model lacking
specific details.
Student requires some
assistance.
•
•
•
Creation of working model.
Explanation of model.
Student requires little
assistance.
•
Sample Performance Tasks
Create, analyze, and explain a working model of the orbital patterns of the Earth, moon, and sun.
•
•
Study Jams
Core Six- Vocabulary Code
Mastery
(exceptional understanding of
standard)
• Creation of working model.
• Analyze all parts to be
included in the model.
• Explanation of analytical
results.
• Student completes this
independently.
Suggested Activities/Labs
DVUSD Adopted Resources
Foss Kits Sun, Moon, and Stars
Reading Street- Leveled Reader
Page 31 of 52
Revised June 2014
Fifth Grade Science
Topic: Earth in the Solar System
S6C3PO1
S6C3PO2
S6C3PO3
S6C3PO6
5.W.2
5.SL.2
Page 32 of 52
Topic: Earth in the Solar System
Arizona Science Standards
Next Generation Science Standards
Earth and Space Science
Identify the known planets of the solar system.
N/A
Describe the distinguishing characteristics of the known
planets in the solar system.
Describe various objects in the sky (asteroids, comets, stars,
meteors/shooting stars).
Describe efforts to explore space (Apollo missions, space
shuttles, Hubble space telescope, space probes).
Arizona College and Career Ready Standards Connections
English Language Arts
Mathematics
Write informative/ explanatory texts to examine a topic and
MP.2
Reason and abstractly and quantitatively.
convey ideas and information clearly.
Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
Revised June 2014
Fifth Grade Science
Topic: Earth in the Solar System
Enduring Understanding(s)
• Space consists of many different types of objects.( S6C3PO1-3)
• Efforts of space exploration. ( S6C3PO6)
Essential Questions
Key Concepts
• What are the eight identified planets in the solar system? ( S6C3PO1)
• There are eight identified planets in our solar system.
• What are the distinguishing characteristics of the known planets of the
• Each planet has its own distinguishing characteristics that set it apart from
solar system? ( S6C3PO2)
other planets.
• What are the various objects in the sky? ( S6C3PO3)
• Planets are classified as gaseous or rocky.
• What were the efforts to explore space?( S6C3PO6)
• There are various objects in the sky which include asteroids, comets, stars,
meteors/shooting stars.
• Efforts of space exploration.
Student Friendly Objectives
Academic Vocabulary
• I will identify the known planets.( S6C3PO1)
• asteroids
• I will describe the distinguishing characteristics of the known planets of
• comets
the solar system.( S6C3PO2)
• Earth
• I will describe various objects in the sky.( S6C3PO3)
• Jupiter
• I will describe efforts to explore space.( S6C3PO6)
• Mars
• Mercury
• meteors
• Neptune
• Pluto
• Saturn
• Uranus
• Venus
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Identify objects in the solar system.
Identify patterns within the objects in
Draw conclusions about the
Create a travel brochure to analyze the
the solar system.
relationships of objects in the solar
relationships between the Earth and
system.
other objects in the solar system.
Page 33 of 52
Revised June 2014
Fifth Grade Science
Developing
(below standard)
•
•
•
•
Create a travel brochure for at
least one object in the solar
system.
Some of the parts of the
writing process are completed.
Few to no justifications have
been made for the connections
between objects.
Student requires support and
accommodations.
Topic: Earth in the Solar System
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
•
•
•
•
•
Create a travel brochure for at
least two objects in the solar
system.
Most of the parts of the
writing process are completed.
Some justifications have been
made for the connections
between objects, but lack
details.
Student requires some
assistance.
•
•
•
Create a travel brochure for at
least three objects in the solar
system.
All parts of the writing
process are completed.
Some justifications have been
made for the connections
between objects.
Student requires little
assistance.
Mastery
(exceptional understanding of
standard)
• Apply concepts learned to
analyze objects in space.
• Create a travel brochure for at
least four objects in the solar
system.
• All parts of the writing
process are completed.
• Several justifications have
been made for the connections
between objects.
• Student completes this
independently.
Suggested Activities/Labs
DVUSD Adopted Resources
Foss Kit- Sun, Moon, and Stars
Page 34 of 52
Supplemental Resources
Story Bots- Outer Space videos
Schoolhouse rock videos
Scholastic units
Study Jams
Core Six- Vocabulary Code
Revised June 2014
Fifth Grade Science
Topic: Earth’s Systems
Topic: Earth’s Systems
Arizona Science Standards
Inquiry
S1C3PO1
Analyze data obtained in a scientific investigation to identify trends.
5-ESS2-1
S1C3PO2
Analyze whether the data is consistent with the proposed explanation
that motivated the investigation.
Evaluate the reasonableness of the outcome of the investigation.
5-ESS2-2
S1C3PO3
S1C3PO4
Next Generation Science Standards
Earth and Space Sciences (ESS)
5-ESS2 Earth’s Systems
Students who demonstrate understanding can develop a model
using an example to describe ways the geosphere, biosphere,
hydrosphere, and/or atmosphere interact.
Students who demonstrate understanding can describe and graph
the amounts and percentages of water and fresh water in various
reservoirs to provide evidence about the distribution of water on
Earth.
Develop new investigations and predictions based on questions that
arise from the findings of an investigation.
S1C3PO5
Identify possible relationships between variable in simple
investigations (e.g. time and distance, incline and mass of object).
Science and Engineering Practices
Disciplinary Core Ideas (DCIs)
Crosscutting Concepts
Developing and Using Models
ESS2.A: Earth Materials and Systems
Scale, Proportion, and Quantity
Modeling in 3–5 builds on K–2 experiences and
• Earth’s major systems are the geosphere (solid
• Standard units are used to measure and
progresses to building and revising simple models
and molten rock, soil, and sediments), the
describe physical quantities such as weight
and using models to represent events and design
hydrosphere (water and ice), the atmosphere
and volume. (5-ESS2-2)
solutions.
(air), and the biosphere (living things,
Systems and System Models
• Develop a model using an example to
including humans). These systems interact in
• A system can be described in terms of its
describe a scientific principle. (5-ESS2multiple ways to affect Earth’s surface
components and their interactions. (5-ESS21)
materials and processes. The ocean supports a
1)
variety of ecosystems and organisms, shapes
Using Mathematics and Computational Thinking
Mathematical and computational thinking in 3–5
landforms, and influences climate. Winds and
builds on K–2 experiences and progresses to
clouds in the atmosphere interact with the
extending quantitative measurements to a variety of
landforms to determine patterns of weather. (5physical properties and using computation and
ESS2-1)
mathematics to analyze data and compare alternative
ESS2.C: The Roles of Water in Earth’s Surface
design solutions.
Processes
• Nearly all of Earth’s available water is in the
• Describe and graph quantities such as area
ocean. Most fresh water is in glaciers or
and volume to address scientific questions.
underground; only a tiny fraction is in streams,
(5-ESS2-2)
lakes, wetlands, and the atmosphere. (5-ESS22)
Connections to other DCIs in fifth grade: N/A
Articulation of DCIs across grade-levels: 2.ESS2.A (5-ESS2-1),2.ESS2.C (5-ESS2-2),3.ESS2.D (5-ESS2-1),4.ESS2.A (5-ESS2-1),MS.ESS2.A (5-ESS21),MS.ESS2.C (5-ESS2-1),(5-ESS2-2),MS.ESS2.D (5-ESS2-1),MS.ESS3.A (5-ESS2-2)
Page 35 of 52
Revised June 2014
Fifth Grade Science
Topic: Earth’s Systems
Arizona College and Career Ready Standards Connections
English Language Arts
5.RI.7
5.W.8
SL.5.5
Page 36 of 52
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly
or to solve a problem efficiently. (5-ESS2- 1),(5-ESS2-2)
Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a
list of sources. (5-ESS2-2)
Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the
development of main ideas or themes. (5-ESS2-1),(5-ESS2-2)
Mathematics
MP.2
Reason abstractly and quantitatively. (5-ESS2-1),(5-ESS2-2)
MP.4
Model with mathematics. (5-ESS2-1),(5-ESS2-2)
5.G.A.2
Represent real world and mathematical problems by graphing
points in the first quadrant of the coordinate plane, and interpret
coordinate values of points in the context of the situation. (5ESS2-1)
Revised June 2014
Fifth Grade Science
Topic: Earth’s Systems
Enduring Understanding(s)
• Understand the ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3, S1C3PO4, S1C3PO5)
Essential Questions
Key Concepts
• What is a geosphere? (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3,
• Geosphere is solid and molten rock, soil, and sediments.
S1C3PO4, S1C3PO5)
• Hydrosphere is water and ice.
• What is the hydrosphere? (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3,
• Atmosphere is air.
S1C3PO4, S1C3PO5)
• Biosphere is all living things including humans.
• What is the atmosphere? (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3,
• Nearly all of Earth’s available water is in the ocean.
S1C3PO4, S1C3PO5)
• Most fresh water is in glaciers or underground; only a small fraction is in
• What is the biosphere? (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3,
streams lakes, wetlands, and atmosphere.
S1C3PO4, S1C3PO5)
• Patterns of weather.
• How do systems interact to affect Earth’s surface materials and
• Systems interact in multiple ways to affect Earth’s surface materials and
processes? (5-ESS2-1, 5-ESS2-2, S1C3PO1, S1C3PO2, S1C3PO3,
processes.
S1C3PO4, S1C3PO5)
• Where is available water located? (5-ESS2-1, 5-ESS2-2, S1C3PO1,
S1C3PO2, S1C3PO3, S1C3PO4, S1C3PO5)
Student Friendly Objectives
Academic Vocabulary
• I will explain the geosphere. (5-ESS2-1, S1C3PO1, S1C3PO2,
• atmosphere
S1C3PO3, S1C3PO4, S1C3PO5)
• biosphere
• I will explain the hydrosphere. (5-ESS2-1, S1C3PO1, S1C3PO2,
• climate
S1C3PO3, S1C3PO4, S1C3PO5)
• geosphere
• I will explain the atmosphere. (5-ESS2-1, S1C3PO1, S1C3PO2,
• glaciers
S1C3PO3, S1C3PO4, S1C3PO5)
• hydrosphere
• I will explain the biosphere. (5-ESS2-1, S1C3PO1, S1C3PO2,
• weather patterns
S1C3PO3, S1C3PO4, S1C3PO5)
• wetlands
• I will analyze the interactions of the geosphere, hydrosphere,
atmosphere, and biosphere. (5-ESS2-1, S1C3PO1, S1C3PO2, S1C3PO3,
S1C3PO4, S1C3PO5)
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Recognize the components and
Identify patterns that exist between the
Construct a graph showing the amounts
Design and build a model representing
differences of each system.
systems.
and percentages of water found in
each system learned (geosphere,
oceans, lakes, rivers, glaciers, polar ice
biosphere, atmosphere, and
caps, and ground water.
hydrosphere). Clearly demonstrate the
interactions of the systems by pairing
them together.
Page 37 of 52
Revised June 2014
Fifth Grade Science
Developing
(below standard)
•
Topic: Earth’s Systems
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
Design and build a working
• Design and build a working
model using two or more
model using three or more
systems.
systems.
•
• Make connections between the
• Make connections between the
interactions of at least two of
interactions of all the systems.
the systems.
• Student requires little
• Student requires some
assistance.
assistance.
Suggested Activities/Labs
• Build a biosphere: www.kidsgardening.org/node/12931
• http://cranberrycorner.blogspot.com/2010/07/summer-fun-ecosystem-edition.html
DVUSD Adopted Resources
Supplemental Resources
Reading Street
Study Jams
Core Six- Vocabulary Code
Design and build a working
model using one or more
systems.
Student requires support and
accommodations to
understand the basic
components of all four
systems.
Page 38 of 52
•
Mastery
(exceptional understanding of
standard)
• Design and build a working
model using all four systems.
• Make connections between the
interactions of all the systems.
• Student completes this
independently.
Revised June 2014
Fifth Grade Science
Topic: Changes in Environments
Topic: Changes in Environments
Arizona Science Standards
Science in Personal and Social Perspectives
Next Generation Science Standards
Earth and Space Sciences (ESS)
5-ESS3 Earth and Human Activity
Students who demonstrate understanding can obtain and combine
information about ways individual communities use science ideas
to protect the Earth’s resources and environment.
S3C1PO1
Explain the impacts of natural hazards on habitats (e.g. global
5-ESS3-1
warming, floods, asteroid, or large meteor impacts).
S3C1PO2
Propose a solution, resource, or product that addresses a specific
human, animal or habitat need.
S3C1PO3
Evaluate the possible strengths and weaknesses of a proposed
solution to a specific problem relevant to human, animal or habitat
needs.
Science and Engineering Practices
Disciplinary Core Ideas (DCIs)
Obtaining, Evaluating, and Communicating
ESS3.C: Human Impacts on Earth Systems
Information
• Human activities in agriculture, industry, and
Obtaining, evaluating, and communicating
everyday life have had major effects on the
information in 3– 5 builds on K–2 experiences and
land, vegetation, streams, ocean, air, and even
progresses to evaluating the merit and accuracy of
outer space. But individuals and communities
ideas and methods.
are doing things to help protect Earth’s
• Obtain and combine information from books
resources and environments. (5-ESS3-1)
and/or other reliable media to explain
phenomena or solutions to a design problem.
(5-ESS3-1)
Crosscutting Concepts
Systems and System Models
• A system can be described in terms of its
components and their interactions. (5ESS3-1)
----------------------------------------------------Connections to Nature of Science
Science Addresses Questions About the
Natural and Material World.
• Science findings are limited to questions
that can be answered with empirical
evidence. (5- ESS3-1)
Connections to other DCIs on fifth grade: N/A
Articulation of DCIs across grade-levels: MS.ESS3.A (5-ESS3-1),MS.ESS3.C (5-ESS3-1),MS.ESS3.D (5-ESS3-1)
Page 39 of 52
Revised June 2014
Fifth Grade Science
Topic: Changes in Environments
Arizona College and Career Ready Standards Connections
English Language Arts
Mathematics
5.RI.1
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text. (5-ESS3-1)
MP.2
Reason abstractly and quantitatively. 5-ESS3-1)
5.RI.7
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly
or to solve a problem efficiently.(5-ESS3-1)
Integrate information from several texts on the same topic in order
to write or speak about the subject knowledgeably. (5-ESS3-1)
MP.4
Model with mathematics. (5-ESS3-1)
5.RI.9
5.W.8
5.W.9
Page 40 of 52
Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of
sources. (5-ESS3-1)
Draw evidence from literary or informational texts to support
analysis, reflection, and research. (5-ESS3-1)
Revised June 2014
Fifth Grade Science
Topic: Changes in Environments
Enduring Understanding(s)
• The universe, earth and all systems have undergone change in the past, continue to change in the present and are predicted to continue changing in the future
due to the effects of human activities. (5-ESS3-1, S3C1PO1, S3C1PO2, S3C1PO3)
Essential Questions
Key Concepts
• How do activities in agriculture, industry and everyday life affect the
• Natural hazard impact habitats (e.g. global warming, floods, asteroid or
land, vegetation, streams, ocean, and air? (5-ESS3-1, S3C1PO1,
meteor impacts).
S3C1PO2, S3C1PO3)
• There is a relationship between science and technology.
• What are Earth’s resources? (5ESS3-1, S3C1PO2)
• Scientific knowledge, skills and technological capabilities are important
• What are communities doing to help protect Earth’s resources and
to many careers.
environment? (5-ESS3-1, S3C1PO2, S3C1PO3)
Student Friendly Objectives
Academic Vocabulary
• I will explain the impacts of natural hazards on habitats. ? (5-ESS3-1,
• agriculture
S3C1PO1, S3C1PO2, S3C1PO3)
• community
• I will propose a solution, resource, or product that addressees a specific
• environment
human, animal or habitat need. (5-ESS3-1, S3C1PO1, S3C1PO2,
• habitat
S3C1PO3)
• natural hazard
• I will evaluate strengths and weaknesses of proposed solutions relevant
• necessity
to human, animal, or habitat needs. (5-ESS3-1, S3C1PO1, S3C1PO2,
• ocean
S3C1PO3)
• prediction
• I will describe the relationship between science and technology. (5• relationship
ESS3-1, S3C1PO2, S3C1PO3)
• resources
• I will explain how scientific knowledge, skill, and technological
• streams
capabilities are integral to a variety of careers. (5-ESS3-1, S3C1PO2,
• technological solution
S3C1PO3)
• technology
• I will design and construct a technological solution to a common
• vegetation
problem or need using common materials. (5-ESS3-1, S3C1PO2,
S3C1PO3)
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Identify four or more common problems Categorize common problems and
Develop a logical argument for a
Research and create an advertisement
due to the effect of humans on Earth.
solutions due to the effects of humans
solution to a common problem due to
for a product that will offer a solution to
on Earth.
the effects of human on Earth.
a problem or need due to the effects of
humans on Earth.
Page 41 of 52
Revised June 2014
Fifth Grade Science
Developing
(below standard)
•
•
•
Research a solution that will
solve a problem or need due
to the effects of humans on
Earth.
Prove with 2 or more
resources.
Student requires support and
accommodations to
understand the basic
components of all four
systems.
Topic: Changes in Environments
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
•
•
•
•
Research a solution that will
solve a problem or need due
to the effects of humans on
Earth.
Utilize multimedia component
to create an advertisement
for solution.
Student requires some
assistance.
•
•
Research and create a
solution that will solve the
problem or need due to the
effects of humans on Earth.
Use 2 or more print/digital
resources.
Student requires little
assistance.
Suggested Activities/Labs
Reading Street
DVUSD Adopted Resources
Mastery
(exceptional understanding of
standard)
• Research and create a
solution that will solve the
problem or need due to the
effects of humans on Earth.
• Must utilize multimedia
component to create an
advertisement.
• Use 3 or more print/digital
resources.
• Student completes this
independently.
Supplemental Resources
http://beyondweather.ehe.osu.edu/issue/we-change-earthsclimate/science-lessons-about-our-environmental-impact
Study Jams
Core Six- Vocabulary Code
Page 42 of 52
Revised June 2014
Fifth Grade Science
Topic: Levers and Pulleys
Topic: Levers and Pulleys
Arizona Science Standards
Inquiry & Physical Science
S1C2PO3
S1C2PO4
S5C2PO2
S5C2PO3
S5C2PO4
Page 43 of 52
Conduct simple investigations (e.g., related to forces and motion,
Earth processes) based on student developed questions in life,
physical and Earth and space Sciences.
Measure using appropriate tools (e.g., ruler, scale, balance) and units
of measure (i.e., metric, U.S. customary).
Describe the various effects forces can have on an object (e.g., cause
motion, halt motion, change direction of motion, cause deformation)
Examine forces and motion through investigations using simple
machines (e.g., wedge, plane, wheel and axle, pulley, and lever).
Demonstrate effects of variables on an object’s motion (e.g., incline
angle, friction, and applied forces).
Next Generation Science Standards
Engineering, Technology, and Applications of Science (ETS)
3-5-ETS1 Engineering Design
3-5-ETS1-1
Students who demonstrate understanding can define a simple
design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2
Students who demonstrate understanding can generate and
compare multiple possible solutions to a problem based on how
well each is likely to meet the criteria and constraints of the
problem.
3-5-ETS1-3
Students who demonstrate understanding can plan and carry out fair
tests in which variables are controlled and failure points are
considered to identify aspects of a model or prototype that can be
improved.
Revised June 2014
Fifth Grade Science
Topic: Levers and Pulleys
Science and Engineering Practices
Disciplinary Core Ideas (DCIs)
Crosscutting Concepts
Asking Questions and Defining Problems
ETS1.A: Defining and Delimiting Engineering
Influence of Engineering, Technology, and
Asking questions and defining problems in 3–5
Problems
Science on Society and the Natural World
builds on grades K–2 experiences and progresses to
• Possible solutions to a problem are limited by
• People’s needs and wants change over
specifying qualitative relationships.
available materials and resources (constraints).
time, as do their demands for new and
The success of a designed solution is determined
improved technologies. (3-5-ETS1-1)
• Define a simple design problem that can be
by considering the desired features of a solution
solved through the development of an object,
• Engineers improve existing technologies
(criteria). Different proposals for solutions can be
tool, process, or system and includes several
or develop new ones to increase their
compared on the basis of how well each one
criteria for success and constraints on materials,
benefits, decrease known risks, and meet
meets the specified criteria for success or how
time, or cost. (3-5-ETS1-1)
societal demands. (3-5-ETS1-2)
well each takes the constraints into account. (3-5Planning and Carrying Out Investigations
ETS1-1)
Planning and carrying out investigations to answer
questions or test solutions to problems in 3–5 builds
ETS1.B: Developing Possible Solutions
on K–2 experiences and progresses to include
• Research on a problem should be carried out
investigations that control variables and provide
before beginning to design a solution. Testing a
evidence to support explanations or design solutions.
solution involves investigating how well it
performs under a range of likely conditions. (3• Plan and conduct an investigation
5-ETS1-2)
collaboratively to produce data to serve as the
basis for evidence, using fair tests in which
• At whatever stage, communicating with peers
variables are controlled and the number of
about proposed solutions is an important part
trials considered. (3-5-ETS1-3)
of the design process, and shared ideas can
Constructing Explanations and Designing
lead to improved designs. (3-5-ETS1-2)
Solutions Constructing explanations and designing
• Tests are often designed to identify failure
solutions in 3–5 builds on K–2 experiences and
points or difficulties, which suggest the
progresses to the use of evidence in constructing
elements of the design that need to be
explanations that specify variables that describe and
improved. (3-5-ETS1-3)
predict phenomena and in designing multiple
ETS1.C: Optimizing the Design Solution
solutions to design problems.
• Different solutions need to be tested in order to
• Generate and compare multiple solutions to a
determine which of them best solves the problem,
problem based on how well they meet the
given the criteria and the constraints. (3-5-ETS1criteria and constraints of the design problem.
3)
(3-5-ETS1-2)
Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:
• Fourth Grade: 4-PS3-4
Connections to 3-5-ETS1.B: Developing Possible Solutions to Problems include:
• Fourth Grade: 4-ESS3-2
Connections to 3-5-ETS1.C: Optimizing the Design Solution include:
Fourth Grade: 4-PS4-3
Articulation of DCIs across grade-bands: K-2.ETS1.A (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3),K-2.ETS1.B (3-5-ETS1-2),K-2.ETS1.C (3-5-ETS1-2),(3-5-ETS13),MS.ETS1.A (3-5- ETS1-1),MS.ETS1.B (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3),MS.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3)
Page 44 of 52
Revised June 2014
Fifth Grade Science
Topic: Levers and Pulleys
Arizona College and Career Ready Standards Connections
English Language Arts
Mathematics
5.RI.1
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text. (3-5-ETS1-2)
MP.2
Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5ETS1-3)
5.RI.7
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently. (3-5-ETS1-2)
Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably. (3-5-ETS1-2)
MP.4
Model with mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3)
MP.5
Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5ETS1-3)
Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic. (3-5ETS1-1),(3-5-ETS1-3)
Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a
list of sources. (3-5-ETS1-1),(3-5-ETS1-3)
3-5.OA
Operations and Algebraic Thinking (3-5-ETS1-1),(3-5-ETS1-2)
5.RI.9
5.W.7
5.W.8
5.W.9
Page 45 of 52
Draw evidence from literary or informational texts to support
analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-3)
Revised June 2014
Fifth Grade Science
•
•
•
•
•
Topic: Levers and Pulleys
Enduring Understanding(s)
Understand that a successful simple designs includes specific criteria for; a lever, pulley, wheel and axel, screw, inclined plane, and a wedge and is kept within
material, time, and/or cost restraints. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)
Essential Questions
Key Concepts
How are simple machines used to overcome natural forces and to make
• A lever is a simple machine that people use to gain an advantage; making
work easier? (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4,
work easier.
S5C2PO2, S5C2PO3, S5C2PO4)
• An advantage is a benefit obtained by using the lever or other simple
What are the different types of levers that can be used for different types
machine.
of work? (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4,
• Effort is the force needed to move a load or overcome a resistance.
S5C2PO2, S5C2PO3, S5C2PO4)
• A fulcrum is the point where the lever arm pivots.
What are the different types of pulley systems that can be used to make
• Load is a mass lifted, or resistance overcome, by a lever.
work easier? (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4,
• Gravity is the attraction between two masses such as the Earth and an
S5C2PO2, S5C2PO3, S5C2PO4)
object on its surface.
How can the effort and outcome from the use of a pulley be predicted? (3• A class-1 lever has the fulcrum between the load and the effort.
5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2,
• A class-2 lever has the load between the effort and the fulcrum.
S5C2PO3, S5C2PO4)
• A class-3 lever has the effort between the fulcrum and the load.
• Advantage is a gain in effort, distance or change of direction resulting
from the use of a simple machine.
• A single-pulley system can be set up in two ways: fixed or movable.
• A single-movable-pulley system provides a mechanical advantage for its
users.
• A single-fixed-pulley system provides no mechanical advantage, but
changes the direction of the effort.
• Two-pulley systems can be made with one fixed pulley and one movable
pulley.
• A two-pulley system in which the effort is applied upward provides a
greater advantage than one in which the effort is applied downward.
• The effort needed to lift a load with a pulley system can be predicted.
• The amount of work put into a system is equal to the work output of the
system.
Page 46 of 52
Revised June 2014
Fifth Grade Science
•
•
•
•
•
•
•
•
Topic: Levers and Pulleys
Student Friendly Objectives
Academic Vocabulary
I will describe and demonstrate the concepts of lever, arm, fulcrum, load
• advantage
and effort. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4,
• class 1 lever
S5C2PO2, S5C2PO3, S5C2PO4)
• class 2 lever
I will describe and demonstrate how using a lever is overcoming the force
• class 3 lever
of gravity to gain an advantage (reduce effort). (3-5ETS1-1, 3-5ETS1-2,
• directional advantage
35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)
• effort
I will identify class-1, class-2, and class-3 levers. (3-5ETS1-1, 3-5ETS1-2,
• fulcrum
35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)
• gravity
I will diagram levers to show placement and direction of the load and
• lever
effort. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4,
• lever arm
S5C2PO2, S5C2PO3, S5C2PO4)
• load
I will analyze pictures and actual common tools in terms of levers. (3• mechanical advantage
5ETS1-1, 3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2,
• pivot
S5C2PO3, S5C2PO4)
• simple machine
I will assemble and investigate one and two pulley systems. (3-5ETS1-1,
• single- pulley system
3-5ETS1-2, 35ETS1-3, S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3,
• single-fixed-pulley system
S5C2PO4)
•
single-movable pulley system
I will discover the advantages of using pulleys; decrease in effort and
• two-pulley system
change in direction of effort. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3,
• work
S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)
I will diagram pulley systems. (3-5ETS1-1, 3-5ETS1-2, 35ETS1-3,
S1C2PO3, S1C2PO4, S5C2PO2, S5C2PO3, S5C2PO4)
DOK 1 – Recall
Memorize all types of simple machines
and their designed use.
Page 47 of 52
Student Examples Illustrating Depth of Knowledge
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
Compare two simple machines and
Investigate a complex machine and
interpret the effectiveness of solving a
critique the machine for cost, time and
given problem.
material effectiveness.
Revised June 2014
DOK 4 – Extended Thinking
Create a working complex machine
including a lever, pulley, wheel and
axel, wedge, inclined plane and a screw
that is cost, time and material effective
that solves a problem.
Fifth Grade Science
Developing
(below standard)
•
•
Through trial and error design
and create a Rube Goldberg
project that includes at least
two of the simple machines
and is successful in at least
one trial.
Student requires support and
accommodations to
understand the basic
components of all four
systems.
Topic: Levers and Pulleys
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
•
•
DVUSD Adopted Resources
Reading Street
Foss Kit- Levers and Pulleys
Page 48 of 52
•
Through trial and error design
and create a Rube Goldberg
project that includes at least
three of the simple machines
and is successful in at least
one trial.
Student requires some
assistance.
•
Through trial and error design
and create a Rube Goldberg
project that includes at least
four of the simple machines
and is successful in at least
one trial.
Student requires little
assistance.
Mastery
(exceptional understanding of
standard)
• Through trial and error design
and create a Rube Goldberg
project that includes at least
one of each of the simple
machines and is successful in
at least one trial.
• Student completes this
independently.
Suggested Activities/Labs
Supplemental Resources
Study Jams
Core Six- Vocabulary Code
Revised June 2014
Fifth Grade Science
Topic: History and Nature of Science
Topic: History and Nature of Science
Arizona Science Standards
History and Nature of Science & Science in Personal and Social Perspectives
S2C1PO1
Identify how diverse people and/or cultures, past and present,
have made important contributions to scientific innovations
(e.g. Percy Lavon Julian, Niels Bohr, Edwin Hubble)
S2C2PO1
Provide examples that support the premise that science is an
ongoing process that changes in response to new information
and discoveries (space exploration, medical advances).
S2C2PO2
Explain the cycle by which new scientific knowledge
generates new scientific inquiry.
S2C2PO3
Describe how scientific knowledge is subject to modification
and/or change as new information/technology challenges
prevailing theories.
S2C2PO4
Compare collaborative approaches that scientists use for
investigations (e.g. teams, individual with peer review).
S2C2PO5
Describe the qualities of the scientists’ habits of mind (e.g.
openness, skepticism, integrity, tolerance).
S3C2PO1
S3C2PO2
Page 49 of 52
Next Generation Science Standards
N/A
Describe the relationship between science and technology.
Explain how scientific knowledge, skills, and technological
capabilities are integral to a variety of careers.
Revised June 2014
Fifth Grade Science
Topic: History and Nature of Science
Arizona College and Career Ready Standards Connections
5.RI.7
5.W.7
5.W.8
5.W.9
Page 50 of 52
English Language Arts
Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently. (S2C2PO1,
S2C2PO1-5)
Conduct short research projects that use several sources to
build knowledge through investigation of different aspects of
a topic. (S2C2PO1, S2C2PO5)
Recall relevant information from experiences or gather
relevant information from print and digital sources;
summarize or paraphrase information in notes and
finished work, and provide a list of sources. (S2C2PO1,
S2C2PO3-4)
Draw evidence from literary or informational texts to support
analysis, reflection, and research. (S2C2PO1, S2C2PO1-5)
Revised June 2014
MP.3
Mathematics
Construct viable arguments and critique the reasoning of others.
(S2C2PO1,2,4)
MP.7
Look for and make use of structure. (S2C2PO2)
MP.8
Look for and express regularity in repeated reasoning. (S2C2PO3)
Fifth Grade Science
Topic: History and Nature of Science
Enduring Understanding(s)
• Scientific knowledge changes over time. (S2C1PO1, S2C2PO1-5)
Essential Questions
Key Concepts
• How have people contributed to science? (S2C1PO1, S3C2PO2)
• Many people have contributed and continue to contribute to scientific
knowledge.
• How has scientific knowledge changed over time?(S2C2PO1, S3C2PO2)
• Technology has revolutionized scientific thinking.
• How does scientific knowledge continue change? (S2C2PO1-5,
• Technology is used in science related careers.
S3C2PO1)
• Scientific knowledge is subject to change.
• How does the scientific method apply to problem solving and decision
making? (S2C2PO1-5)
• The scientific process can be used to problem solve and make decisions.
• How and why do scientists share information? (S2C2PO4)
• There is a relationship between science and technology.
• How are scientific skills, knowledge, and technology integral to a variety
• Scientific knowledge, skills, and technological capabilities are important
of careers? (S3C2PO2)
to many careers.
• How do scientific discoveries influence technology? (S3C2PO1)
Student Friendly Objectives
Academic Vocabulary
• I will identify how people have made contributions to
• contributions
science.(S2C1PO1, S3C2PO2)
• Copernicus
• I will apply the scientific processes to problem solving or decision
• diverse
making.(S2C2PO1)
• Luis and Walter Alvarez
• I will describe how scientific knowledge is an ongoing
• milestones
process.(S2C2PO1-5, S3C2PO3)
• Percival Lowell
• I will analyze the impact of major scientific developments that have
• Rachel Carson
occurred in the last decade. (S2C2PO1, S2C2PO3)
• Percival Lowell
• I will describe how major milestones in science or technology
• Rachel Carson
revolutionized the thinking of time.(S2C2PO1, S2C2PO3)
• revolutionize
• I will explain how scientific knowledge, skill and technological
• scientific knowledge
capabilities are integral to a variety of careers. (S3C2PO2)
• scientific process
• I will describe the relationship between science and technology.
• technological solution
(S2C2PO1)
• technology
Student Examples Illustrating Depth of Knowledge
DOK 1 – Recall
DOK 2 – Skill Concept
DOK 3 – Strategic Thinking
DOK 4 – Extended Thinking
Tell how new scientific knowledge
Given two scientists in different fields
Critique the work of a famous scientist
Research a significant scientist and
creates new scientific inquiry.
show how these scientists can work
to determine the effects of their work.
create a Wanted Poster describing why
together.
the scientist would be wanted for his/her
contributions to science. Include how
these discoveries have impacted science
today.
Page 51 of 52
Revised June 2014
Fifth Grade Science
Developing
(below standard)
•
•
•
Research completed using
teacher supplied source.
Poster includes background
information on scientist.
Student requires support and
accommodations to complete
an attempt to separate the
mixture or solution.
Topic: History and Nature of Science
Sample Assessment Items (or learning target)
Proficient
Advancing
(basic understanding of Standard)
(greater understanding of standard)
•
•
•
•
Research and citation of
information completed using a
minimum of two sources.
Poster includes background
information and details on the
scientist’s work.
Student requires some
assistance.
•
•
•
Research and citation of
information completed using
three or more sources.
Poster describes why the
scientist’s work is significant.
Addresses how the scientist’s
work has impacted society.
Student requires little
assistance.
Mastery
(exceptional understanding of
standard)
• Research and citation of
information completed using
three or more print/dig
sources.
• Poster describes why the
scientist’s work is significant
• Addresses how the scientist’s
work has impacted society.
• Student completes this
independently.
Suggested Activities/Labs
Power point
Research Paper
Wax Scientist Museum
DVUSD Adopted Resources
Reading Street- Leveled Reader
Page 52 of 52
Supplemental Resources
Famous scientist website:
http://www.sciencekids.co.nz/sciencefacts/scientists.html
Famous scientist website: http://www.factmonster.com/spot/scibio8.html
Core Six- Vocabulary Code
Revised June 2014
Fifth Grade Science