Report Text Selectable Course Curriculum
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Course Curriculum Text Report
Grade: 5th Grade
Course: 5th Grade Science
Discipline: Science
Board Approval Date:
Selected Objective Curriculum Items:
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Unit
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Local Objective
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Objective used to evaluate students
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Objective is A+
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Assessment Activity
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Level of Expectation
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List of concepts and Evaluation Types

Learning Activity

Instructional Method
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Content Standards
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Process Standards

Equity/Workplace Readiness
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Resources
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Correction Exercise
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Enrichment Exercise
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Special Needs
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English Language Learner
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GLEs v1.0
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GLEs v2.0 and CLEs
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Objective Notes/Essential Questions
Unit
01.1 Matter & Energy: Water Cycle & Weather
Local Objective
Describe how changes in state (i.e., freezing/melting, condensation/evaporation/boiling) provide evidence that matter is made of particles
too small to be seen. (DOK 1)
Assessment Activity
Resources
Scott Foresman - pgs. 208-209,354-357, 462-463
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http://www.vtaide.com/png/assess.htm#Science (links to states and characteristics of matter)
http://www.classroomconnection.caltech.edu/participants/volunteers/States-of-Matter.pdf (states of matter-charts and diagrams)
http://chem4kids.com/files/matter_intro.html (info on matter)
GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
Big Idea
SC/ME/1/C/5/a.
Science
Matter and
Energy:
Properties and
Principles of
Matter and
Energy
Changes in
properties and
states of matter
provide evidence
of the atomic
theory of matter
Concept
Properties of matter
can be explained in
terms of moving
paarticles too small to
be seen without
tremendous
magnification
Grade Level/Course
5th Grade
GLE
Recognize how changes in state (i.e.,
freezing/melting,
condensation/evaporation/boiling) provide
evidence that matter is made of particles too
small to be seen
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 2:02:05 PM
This objective will be met during the Water Cycle & Weather unit of study.
Unit
01.2 Matter & Energy: Water Cycle & Weather
Local Objective
a. Classify matter as a solid, a liquid, or a gas, as it exists at room temperature, using physical properties (i.e., volume, shape, ability to
flow) (DOK 1)
b. Predict the effect of heat (thermal energy) on the physical properties of water as it changes to and from a solid, liquid, or gas (i.e.,
freezes/melts, evaporates/condenses/boils) (DOK 2)
Learning Activity
Have students transform their bodies into the various states of matter: solid, liquid, or gas when given a clues like: freeze, melt,
evaporate, condense, boil.
Resources
Scott Foresman
a) pgs. 260,342-347,348-349,354-357, 375
b) pgs. 208-211,354-357, 462-463
http://www.vtaide.com/png/matter.htm (Matter quiz)
http://www.vtaide.com/png/assess.htm#Science (links to types and characteristics of matter)
http://www.classroomconnection.caltech.edu/participants/volunteers/States-of-Matter.pdf (states of matter-charts and diagrams)
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http://chem4kids.com/files/matter_intro.html (info on states of matter)
http://www.vtaide.com/png/mMove.htm (particles of matter)
http://www.emints.org/ethemes/resources/S00001504.shtml (links to matter topics)
GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
Big Idea
Concept
Grade Level/Course
GLE
SC/ME/1/D/5/a.
Science
Matter and
Energy:
Properties and
Principles of
Matter and
Energy
Changes in
properties and
states of matter
provide evidence
of the atomic
theory of matter
Physical changes in
the state of matter
that result from
thermal changes can
be explained by the
Kinetic Theory of
Matter
5th Grade
Classify matter as a solid, a liquid, or a gas,
as it exists at room temperature, using
physical properties (i.e., volume, shape,
ability to flow)
SC/ME/1/D/5/b.
Science
Matter and
Energy:
Properties and
Principles of
Matter and
Energy
Changes in
properties and
states of matter
provide evidence
of the atomic
theory of matter
Physical changes in
the state of matter
that result from
thermal changes can
be explained by the
Kinetic Theory of
Matter
5th Grade
Predict the effect of heat (thermal energy) on the physical properties of water as it
changes to and from a solid, liquid, or gas
(i.e., freezes/melts,
evaporates/condenses/boils)
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 2:01:37 PM
This objective will be met during the Water Cycle & Weather unit of study.
Unit
01.3 Matter & Energy: Water Cycle & Weather
Local Objective
Observe the mass of water remains constant as it changes state (as evidenced in a closed container) (DOK 1)
Learning Activity
Put a measured amount of water in a closed container and weigh it. Then, freeze the container and weigh it again.
Resources
Scott Foresman pg. 379
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/ME/1/I/5/a.
Science
Strand
Matter and Energy:
Big Idea
Changes in properties and
Concept
Mass is conserved
Grade Level/Course
5th Grade
GLE
Recognize the mass of water
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Properties and
Principles of Matter
and Energy
states of matter provide
evidence of the atomic
theory of matter
during any physical
or chemical change
remains constant as it changes
state (as evidenced in a closed
container)
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 2:01:10 PM
This objective will be met during the Water Cycle & Weather unit of study.
Unit
01.4 Matter & Energy: Solar System
Local Objective
a. Observe and explain light being transferred from the source to the receiver (eye) through space in straight lines (DOK 1)
b. Observe and explain how an object (e.g., moon, mirror, objects in a room) can only be seen when light is reflected from that object to
the receiver (eye)(DOK 1)
Resources
Scott Foresman
a) 458-461
b) 458-461, 556-559
GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
Big Idea
Concept
Grade Level/Course
GLE
SC/ME/2/A/5/a.
Science
Matter and Energy:
Properties and
Principles of Matter
and Energy
Energy has a source, can
be stored, and can be
transferred but is
conserved within a
system
Forms of energy have
a source, a means of
transfer (work and
heat), and a receiver
5th Grade
Recognize light transferred from
the source to the receiver (eye)
through space in straight lines
SC/ME/2/A/5/b.
Science
Matter and Energy:
Properties and
Principles of Matter
and Energy
Energy has a source, can
be stored, and can be
transferred but is
conserved within a
system
Forms of energy have
a source, a means of
transfer (work and
heat), and a receiver
5th Grade
Recognize how an object (e.g.,
moon, mirror, objects in a room)
can only be seen when light is
reflected from that object to the
receiver (eye
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 2:00:10 PM
This objective will be met during the Solar System unit of study.
Unit
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01.5 Matter & Energy: Water Cycle & Weather/Solar System
Local Objective
Identify
the Sun as the primary source of energy for temperature change on Earth (DOK 1)
Learning Activity
Put soil in 2 cans/jars with thermometers. Put one in shade and one in sun. After a period of time observe the temperatures and discuss
the difference.
Resources
Scott Foresman pg. 230-233, 234-237, 246-249, 306-307, 518-521, 545-547
http://www.nebo.edu/misc/learning_resources/ppt/k-5/changesinhea.ppt#258,3 (changes in heat PowerPoint)
GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
Big Idea
SC/ME/2/C/5/a.
Science
Matter and Energy:
Properties and
Principles of Matter
and Energy
Energy has a source, can
be stored, and can be
transferred but is
conserved within a system
Concept
Electromagnetic energy from
the Sun (solar radiation) is a
major source of energy on
Earth
Grade Level/Course
GLE
5th Grade
Recognize the Sun as the
primary source of energy
for temperature change
on Earth
Objective Notes/Essential Questions
Date
6/9/2009 1:59:22 PM
Note/Question
This objective will be met during the Water Cycle/Weather & Solar System units of
study.
Unit
02.1 Force & Motion: Work & Simple Machines
Local Objective
Identify the forces acting on a load and use a spring scale to measure the weight (resistance force) of the load (DOK 2)
Resources
Scott Foresman, pgs. 426-429
Video: How Things Work - St. Charles Public Library
http://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/newtlaws/u2l3a.html (Newton's Law of Motion)
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http://science.pppst.com/simplemachines.html (Various Pete's PowerPoints on simple machines)
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/FM/2/A/5/a.
Science
Strand
Force and Motion:
Properties and
Principles of Force
and Motion
Big Idea
Forces
affect
motion
Concept
Grade Level/Course
GLE
Forces are classified as either contact
(pushes, pulls, friction, buoyancy) or noncontact forces (gravity, magnetism), that
can be described in terms of direction and
magnitude
5th Grade
Identify the forces acting on
a load and use a spring scale
to measure the weight
(resistance force) of the load
Unit
02.2 Force & Motion: Work & Simple Machines
Local Objective
Describe how the friction affects the amount of force needed to do work over different surfaces or through different media (DOK 2)
Learning Activity
Using hot wheel cars, have the students experiment with different surfaces (sand paper, carpet, tile floor) and how far the car will travel.
http://www.bbc.co.uk/schools/ks2bitesize/science/activities/friction.shtml (follow directions and push car across track with different
surfaces-compare distances)
Students can experiment sliding down the slide on the playground. They can predict what type of friction will be caused while sliding on a towel or just with your regular clothes.
Resources
Scott Foresman, pgs. 414-415
http://www.internet4classrooms.com/science_elem_force.htm (links to friction and energy)
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/FM/2/D/5/a.
Science
Strand
Big Idea
Force and Motion:
Forces
Properties and
affect
Principles of Force and motion
Motion
Concept
Newton’s Laws of Motion explain
the interaction of mass and
forces, and are used to predict
changes in motion
Grade Level/Course
5th Grade
GLE
Describe how friction affects the
amount of force needed to do
work over different surfaces or
through different media
Unit
02.3 Force & Motion: Work & Simple Machines
Local Objective
a. Explain how work can be done on an object (force applied and distance moved) (No formula calculations at this level) (DOK 1)
b. Identify the simple machines in common tools and household items (pulley, wedge, incline plane, screw, lever, wheel and axle)
(DOK 1)
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c. Compare the measures of effort force (measured using a spring scale to the nearest Newton) needed to lift a load with and without the
use of simple machines (Harcourt WB 300, 304) (DOK 2)
d. Observe and explain that simple machines change the amount of effort force and/or direction of force (DOK 1)
Learning Activity
As students observe pictures or models of simple machines made in the classroom, have students create a chart listing the simple
machines. They can tour their home and find examples of these machines in the real world.
Resources
Scott Foresman,
a) pgs. 416-417, 418-419, 426-429
b) pgs. 426-431
c) pgs. 426-429
d) pgs. 426-429
http://www.internet4classrooms.com/science_elem_machines.htm (Links to friction and energy)
GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
SC/FM/2/F/5/a.
Science
Force and Motion:
Properties and
Principles of Force and
Motion
SC/FM/2/F/5/b.
Science
SC/FM/2/F/5/c.
SC/FM/2/F/5/d.
Big Idea
Concept
Grade Level/Course
GLE
Forces
affect
motion
Work transfers energy
into and out of a
mechanical system
5th Grade
Explain how work can be done on an object
(force applied and distance moved) (No
formula calculations at this level)
Force and Motion:
Properties and
Principles of Force and
Motion
Forces
affect
motion
Work transfers energy
into and out of a
mechanical system
5th Grade
Identify the simple machines in common tools
and household items
Science
Force and Motion:
Properties and
Principles of Force and
Motion
Forces
affect
motion
Work transfers energy
into and out of a
mechanical system
5th Grade
Compare the measures of effort force
(measured using a spring scale to the nearest
Newton) needed to lift a load with and
without the use of simple machines
Science
Force and Motion:
Properties and
Principles of Force and
Motion
Forces
affect
motion
Work transfers energy
into and out of a
mechanical system
5th Grade
Recognize simple machines change the
amount of effort force and/or direction of
force
Unit
03.1 Living Organisms: Classification of Plants & Animals
Local Objective
Discover that the cell is the basic unit of structure of all living things (recognize that some organisms are unicellular and some are
multicellular) (DOK 1)
Resources
Scott Foresman pg. 39 GLEs v2.0 and CLEs
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GLE Code
Discipline
SC/LO/1/D/5/a.
Science
Strand
Living Organisms:
Characteristics and
Interactions of Living
Organisms
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Big Idea
There is a
fundamental unity
underlying the
diversity of all living
organisms
Concept
Grade Level/Course
GLE
Plants and animals have
different structures that
serve similar functions
necessary for the
survival of the organism
5th Grade
Compare structures (e.g., wings
vs. fins vs. legs; gills vs. lungs;
feathers vs. hair vs. scales) that
serve similar functions for animals
belonging to different vertebrate
classes
Unit
03.2 Living Organisms: Classification of Plants & Animals
Local Objective
Distinguish the various characteristics of plant and animal cell structures (e.g. cell membrane, nucleus, cell wall, chloroplast, cytoplasm)
(DOK 1)
Learning Activity
Resources
Scott Foresman, pgs. 40-41
http://www.win.co.nz/bioweb/cmobile.html (make cell mobile)
http://www.accessexcellence.org/AE/ATG/data/released/0251-NickHoffman/ (edible cell model)
http://www.biology4kids.com/ (various info on cells, structure, functions)
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/LO/1/D/5/a.
Science
Strand
Living Organisms:
Characteristics and
Interactions of Living
Organisms
Big Idea
There is a
fundamental unity
underlying the
diversity of all living
organisms
Concept
Grade Level/Course
GLE
Plants and animals have
different structures that
serve similar functions
necessary for the
survival of the organism
5th Grade
Compare structures (e.g., wings
vs. fins vs. legs; gills vs. lungs;
feathers vs. hair vs. scales) that
serve similar functions for animals
belonging to different vertebrate
classes
Unit
03.3 Living Organisms: Classification of Plants & Animals
Local Objective
Compare structures (e.g. wings vs. fins vs. legs; gills vs. lungs; feathers vs. hair vs. scales) that serve similar functions for animals
belonging to different vertebrate classes (DOK 2)
Learning Activity
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Activity 1:
Using picture cards from each vertebrate class, make a chart comparing the structures of each class.
Activity 2:
Group the kids (5 groups - amphibians, birds, reptiles, mammals, fish). Each group researches their specific class and their functions
(wings/fins/legs, gills/lungs, feathers/hair/scales). Compare with the rest of the class.
Resources
Scott Foresman, pgs. 10-15, 17
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/LO/1/D/5/a.
Science
Strand
Living Organisms:
Characteristics and
Interactions of Living
Organisms
Big Idea
There is a
fundamental unity
underlying the
diversity of all living
organisms
Concept
Grade Level/Course
GLE
Plants and animals have
different structures that
serve similar functions
necessary for the
survival of the organism
5th Grade
Compare structures (e.g., wings
vs. fins vs. legs; gills vs. lungs;
feathers vs. hair vs. scales) that
serve similar functions for animals
belonging to different vertebrate
classes
Unit
03.4 Living Organisms: Classification of Plants & Animals
Local Objective
a. Explain how similarities are the basis for classification (differentiate among the Bacteria, Protist, Fungi, Plant, and Animal Kingdoms using characteristics of organisms) (DOK 2)
b. Distinguish between plants (which use sunlight to make their own food) and animals (which must consume energy-rich food) (DOK 1)
c. Classify animals as vertebrates or invertebrates (DOK 1)
d. Classify vertebrate animals into classes (amphibians, birds, reptiles, mammals, fish) based on their characteristics (DOK 1)
e. Identify plants (include vascular and nonvascular and monocot vs. dicot) or animals using simple dichotomous keys (DOK 1)
Learning Activity
Have students cut out pictures of animals from magazines and categorize them based on their characteristics.
Resources
Scott Foresman
a) pgs. 7-9, 10-14, 16-17, 18-21, 22-25, 106
b) pgs. 8-9, 10-14, 22-23, 40-41, 94-97, 98-101, 144-147
c) pgs. 10-15, 18-20
d) pgs. 10-15
e) pgs. 4, 20-21
http://www.mbgnet.net/bioplants/parts.html (celery and colored water activity demonstrates vascular plant parts)
http://www.hhmi.org/coolscience/forkids/critters/critters.html (classify critters)
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Dichotomous Keys:
http://www.lnhs.org/hayhurst/ips/dichot/ (classify cartoon creatures)
http://www.dnr.state.wi.us/org/caer/ce/eek/veg/treekey/index.htm (classify tree leaves)
http://www.iit.edu/~smile/bi8611.html (classify shoes)
http://www.enchantedlearning.com/subjects/plants/activity/key.shtml (create dichotomous key) GLEs v2.0 and CLEs
GLE Code
Discipline
Big Idea
Concept
Grade Level/Course
SC/LO/1/E/5/a.
Science
Living Organisms:
Characteristics and
Interactions of Living
Organisms
Strand
There is a fundamental
unity underlying the
diversity of all living
organisms
Biological
classifications are
based on how
organisms are related
5th Grade
Explain how similarities are the
basis for classification
GLE
SC/LO/1/E/5/b.
Science
Living Organisms:
Characteristics and
Interactions of Living
Organisms
There is a fundamental
unity underlying the
diversity of all living
organisms
Biological
classifications are
based on how
organisms are related
5th Grade
Distinguish between plants
(which use sunlight to make their
own food) and animals (which
must consume energy
SC/LO/1/E/5/c.
Science
Living Organisms:
Characteristics and
Interactions of Living
Organisms
There is a fundamental
unity underlying the
diversity of all living
organisms
Biological
classifications are
based on how
organisms are related
5th Grade
Classify animals as vertebrates or
invertebrates
SC/LO/1/E/5/d.
Science
Living Organisms:
Characteristics and
Interactions of Living
Organisms
There is a fundamental
unity underlying the
diversity of all living
organisms
Biological
classifications are
based on how
organisms are related
5th Grade
Classify vertebrate animals into
classes (amphibians, birds,
reptiles, mammals, fish) based
on their characteristics
SC/LO/1/E/5/e
Science
Living Organisms:
Characteristics and
Interactions of Living
Organisms
There is a fundamental
unity underlying the
diversity of all living
organisms
Biological
classifications are
based on how
organisms are related
5th Grade
Identify plants or animals using
simple dichotomous keys
Unit
03.5 Living Organisms: Classification of Plants & Animals
Local Objective
Compare the major organs/organ system (e.g. support, reproductive, digestive, transport/circulatory, excretory, response) that perform
similar functions for animals belonging to different vertebrate classes (DOK 1)
Resources
Scott Foresman, pgs. 34-35, 46-49, 58-59, 70-73, 74-79, 94-97, 98-99, 102-105, 110-113 GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
SC/LO/2/C/5/a.
Science
Living Organisms:
Characteristics and
Interactions of
Big Idea
Living
organisms
carry out life
Concept
Chromosomes are
components of cells that
occur in pairs and carry
Grade Level/Course
5th Grade
GLE
Recognize the major life processes
carried out by the major systems of
plants and animals (e.g., support,
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Living Organisms
Page 11 of 27
processes in
order to
survive
hereditary information from
one cell to daughter cells
and from parent to
offspring during
reproduction
reporductive, digestive,
transport/circulatory, excretory,
response)(DO NOT assess naming of
organs within each system or sxplanation
of the process
Unit
05.1 Earth Systems: Water Cycle & Weather
Local Objective
Classify major bodies of surface water (e.g., rivers, lakes, oceans, glaciers) as fresh or salt water, small, solid or liquid, surface or
groundwater. (DOK 1)
Learning Activity
Make a chart listing bodies of water indicating if the body of water is freshwater or saltwater, flowing or stationary, large or small, solid or
liquid, and surface water or groundwater.
Resources
Scott Foresman, pgs. 198-201, 202-205
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/ES/1/B/5/a.
Science
Strand
Earth Systems:
Processes and
Interactions of the
Earth's Systems
(Geosphere,
Atmosphere, and
Hydrosphere)
Big Idea
Earth's Systems
(geosphere,
atmosphere, and
hydrosphere) have
common components
and unique structures
Concept
Grade Level/Course
GLE
The hydrosphere is
composed of water (a
material with unique
properties) and other
materials
5th Grade
Classify major bodies of surface
water (e.g., rivers, lakes,
oceans, glaciers) as fresh or
salt water, flowing or
stationary, large or small, solid
or liquid, surface or
groundwater
Unit
05.2 Earth Systems: Water Cycle & Weather
Local Objective
Recognize the atmosphere is composed of a mixture of gases, water, and minute particles. (DOK 1)
Resources
Scott Foresman - this objective is not covered in the textbook
http://www.vtaide.com/png/atmosphere.htm (layers of the atmosphere)
GLEs v2.0 and CLEs
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GLE Code
Discipline
SC/ES/1/C/5/a.
Science
Page 12 of 27
Strand
Big Idea
Earth Systems: Processes
and Interactions of the
Earth's Systems
(Geosphere, Atmosphere,
and Hydrosphere)
Earth's Systems
(geosphere, atmosphere,
and hydrosphere) have
common components and
unique structures
Concept
Grade Level/Course
GLE
The atmosphere (air) is
composed of a mixture
of gases, including water
vapor, and minute
particles
5th Grade
Recognize the
atmosphere is
composed of a mixture
of gases, water, and
minute particles.
Unit
05.3 Earth Systems: Water Cycle & Weather
Local Objective
a. Describe and trace the path of water as it cycles through the hydrosphere, geosphere, and atmosphere (i.e. the water cycle:
evaporation, condensation, precipitation, surface run-off/groundwater flow) (DOK 1)
b. Identify the different forms water can take (e.g., snow, rain, sleet, fog, clouds, dew) as it moves through the water cycle. (DOK 1)
Learning Activity
Activity 1:
Students complete nine stations to follow a "drip" through the water cycle. After completing the stations, have students pretend they are
the drop of water and write a paragraph on what happens to the drop of water as it goes through the water cycle.
http://toes.tdsb.on.ca/m/water_cycle.pdf
Activity 2:
Have students record and illustrate the steps of the water cycle using a graphic organizer until they can do it from memory:
http://www.eduplace.com/graphicorganizer/pdf/sequence.pdf
Cross Curricular: Communication Arts Objective 02d
Resources
Scott Foresman
a) pgs. 208-211
b) pgs. 208-211, 212-215, 216-217
http://www.kidzone.ws/water/index.html (water cycle information with worksheets)
Video: The Magic School Bus at the Waterworks
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/ES/2/E/5/a.
Science
SC/ES/2/E/5/b.
Science
Strand
Big Idea
Concept
Grade Level/Course
GLE
Earth Systems:
Processes and
Interactions of the
Earth's Systems
(Geosphere,
Atmosphere, and
Hydrosphere)
Earth's Systems
(geosphere, atmosphere,
and hydrosphere) interact
with one another as the
undergo change by
common processes
Changes in the
form of water as it
moves through
Earth’s systems
are described as
the water cycle
5th Grade
Describe and trace the path of
water as it cycles through the
hydrosphere, geosphere, and
atmosphere (i.e., the water cycle:
evaporation, condensation,
precipitation, surface run
groundwater flow
Earth Systems:
Processes and
Interactions of the
Earth's Systems
(Geosphere,
Atmosphere, and
Earth's Systems
(geosphere, atmosphere,
and hydrosphere) interact
with one another as the
undergo change by
common processes
Changes in the
form of water as it
moves through
Earth’s systems
are described as
the water cycle
5th Grade
Identify the different forms water
can take (e.g., snow, rain, sleet,
fog, clouds, dew) as it moves
through the water cycle
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Hydrosphere)
Unit
05.4 Earth Systems: Water Cycle & Weather
Local Objective
a. Identify and use appropriate tools (i.e., thermometer, anemometer, wind vane, rain gauge, satellite images, weather maps) to collect
weather data (i.e., temperature, wind speed, and direction, precipitation, cloud type and cover.) (DOK 2)
b. Identify and summarize relationships between weather data (e.g. temperature and time of day, cloud cover and temperature, wind
directions and temperature) collected over a period of time. (DOK 3)
Learning Activity
Place students in "Weather Teams" where each "meteorologist" gathers and records weather data from an outdoor or online weather
station for the current day (ie: temperature/thermometer, humidity/hygrometer) Each day a "Weather Team" presents their "live" report
and weather forecast (data) to an audience demonstrating their knowledge of weather tools and its connection to the data. (Whole class
records the data as it's presented in the forecast) As a cumulative activity, have the students analyze the data from the period it was
collected to create charts, graphs, etc.
Resources
Scott Foresman
a) pgs. xxviii-xxxi, 222-223, 242-245, 250-251, 242-253, 336
b) pgs. 244-245, 250-251, 252-253, 336
www.nebo.edu/misc/learning_resources/ppt/k-5/weathertrools.ppt (weather tools PowerPoint)
http://www.enviroliteracy.org/subcategory.php/307.html (see World Weather 2010 link)
http://www.ciese.org/curriculum/weatherproj2/en/lesson1.shtml (how to make a class weather station)
http://www.teachervision.fen.com/weather/lesson-plan/331.html (using a weather station lesson plan)
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/ES/2/F/5/a.
Science
SC/ES/2/F/5/b.
Science
Strand
Big Idea
Concept
Grade Level/Course
GLE
Earth Systems:
Processes and
Interactions of the
Earth's Systems
(Geosphere,
Atmosphere, and
Hydrosphere)
Earth's Systems
(geosphere,
atmosphere, and
hydrosphere) interact
with one another as the
undergo change by
common processes
Climate is a
description of average
weather conditions in
a given area due to
the transfer of energy
and matter through
Earth’s systems
5th Grade
Identify and use appropriate tools
(i.e., thermometer, anemometer,
wind vane, rain gauge, satellite
images, weather maps) to collect
weather data( i.e., temperature,
wind speed and direction,
precipitation, cloud type and
cover.)
Earth Systems:
Processes and
Interactions of the
Earth's Systems
(Geosphere,
Atmosphere, and
Hydrosphere)
Earth's Systems
(geosphere,
atmosphere, and
hydrosphere) interact
with one another as the
undergo change by
common processes
Climate is a
description of average
weather conditions in
a given area due to
the transfer of energy
and matter through
Earth’s systems
5th Grade
Recognize and summarize
relationships between weather
data (e.g., temperature and time
of day, cloud cover and
temperature, wind direction and
temperature) collected over a
period of time.
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Unit
05.5 Earth Systems: Water Cycle & Weather
Local Objective
a. Explain how major bodies of water are important natural resources for human activities (e.g., food, recreation, habitat, irrigation,
solvent, transportation) (DOK 2)
b. Describe how human needs and activities (e.g., irrigation, damming of rivers, waste management, sources of drinking water) have
affected the quantity and quality of major bodies of fresh water (DOK 3)
c. Propose solutions to problems related to water quality and availability that result from human activity. (DOK 3)
Learning Activity
Assign student groups a a.) human activity (food, recreation, habitat, irrigation, solvent, transportation)
encourage them to connect it to the use of major bodies of water (natural resource). Group members will research
and prepare a presentation scenario that b.) describes how their human activity has affected the quantity and
quality of major bodies of fresh water. and c.) presents a problem the audience must discuss--find a solution
for--record about water quality and availability that has resulted from the human activity they researched. The
scenario and information can be presented via a differentiated activity or combo. (slideshow, play or skit, etc).
Cross Curricular: Communication Arts 02c
Resources
Scott Foresman
a) pgs. 136-139, 198-201, 202-207, 316-317
b) pgs. 310-311, 316-317, 318-319
c) pgs. 202, 206-207, 316-317, 318-319, 328
GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
Big Idea
Concept
Grade Level/Course
GLE
SC/ES/3/A/5/a.
Science
Earth Systems: Processes
and Interactions of the
Earth's Systems
(Geosphere, Atmosphere,
and Hydrosphere)
Human activity is
dependent upon
and effects Earth's
resources and
systems
Earth’s materials
are limited natural
resource’s
affected by human
activity
5th Grade
Explain how major bodies of water are
important natural resources for human
activity(e.g., food recreation, habitat,
irrigation, solvent, transportation
SC/ES/3/A/5/b.
Science
Earth Systems: Processes
and Interactions of the
Earth's Systems
(Geosphere, Atmosphere,
and Hydrosphere)
Human activity is
dependent upon
and effects Earth's
resources and
systems
Earth’s materials
are limited natural
resource’s
affected by human
activity
5th Grade
Describe how human needs and
activities (e.g., irrigation damming of
rivers, waste management, sources of
drinking water) have affected the
quantity and quality of major bodies
of fresh wate
SC/ES/3/A/5/c.
Science
Earth Systems: Processes
and Interactions of the
Earth's Systems
(Geosphere, Atmosphere,
and Hydrosphere)
Human activity is
dependent upon
and effects Earth's
resources and
systems
Earth’s materials
are limited natural
resource’s
affected by human
activity
5th Grade
Propose solutions to problems related
to water quality and availability that
result from human activity.
Unit
06.1 Universe: Solar System
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Local Objective
a. Observe and identify the Earth is one of several planets within a solar system that orbits the Sun (DOK 1)
b. Observe and identify the Moon orbits the Earth in about a month (DOK 1)
c. Identify that planets look like stars and appear to move across the sky among the stars (DOK 1)
Resources
Scott Foresman
a) pgs. 542-547, 548-551
b) pgs. 556-561, 562-563
c) pgs. 548-551
Online Text: Eyes on the Sky, Feet on the Ground- http://hea-www.harvard.edu/ECT/the_book/index.html (Activities to use with the text) http://streaming.discoveryeducation.com/ (Online video)



Magic School Bus in the Solar System
Space Exploration: Our Solar System
Spin Around the Solar System: A Moon Dance
http://www.nebo.edu/misc/learning_resources/ppt/k-5/earthscience.ppt (PowerPoint about the earth and moon)
http://www.kidsastronomy.com/earth.htm (information and facts about the planets)
http://www.cosmos4kids.com/ (website with multiple links about the universe, stars, solar system, and exploration )
GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
Big Idea
SC/UN/1/A/5/a.
Science
Universe: Composition and
Structure of the Universe
and the Motion of the
Objects Within It
The universe has
observable
properties and
structure
SC/UN/1/A/5/b.
Science
Universe: Composition and
Structure of the Universe
and the Motion of the
Objects Within It
SC/UN/1/A/5/c.
Science
Universe: Composition and
Structure of the Universe
and the Motion of the
Objects Within It
Concept
Grade Level/Course
GLE
The Earth, Sun, and Moon
are part of a larger system
that includes other planets
and smaller celestial
5th Grade
Recognize the Earth is
one of several planets
within a solar system that
orbits the Sun
The universe has
observable
properties and
structure
The Earth, Sun, and Moon
are part of a larger system
that includes other planets
and smaller celestial
5th Grade
Recognize the Moon
orbits the Earth in about
a month
The universe has
observable
properties and
structure
The Earth, Sun, and Moon
are part of a larger system
that includes other planets
and smaller celestial
5th Grade
Recognize planets look
like stars and appear to
move across the sky
among the stars
Unit
06.2 Universe: Solar System
Local Objective
Describe physical features of the planet Earth that allows life to exist (e.g., air, water, temperature) and compare these to the physical
features of the Sun, the Moon, and other planets.(DOK 2)
Learning Activity
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Assign a different planet, the sun, and the moon to partners. Each group will research and obtain information on the physical features
(air, water, temperature) of their planet. The information can be presented via a differentiated activity (brochure, play or skit, etc).
Then, whole class will record /compare all physical features in a venn diagram, T-chart or other organizer at presentation.
Resources
Scott Foresman, pgs. 545, 548-551, 556-557
http://www.worldofteaching.com/powerpoints/astronomy/our%20moon.ppt#1 (PowerPoint with information about the moon and the phases of the moon)
http://www.clemson.edu/agcom/dale/aged480/amy/planets.ppt (PowerPoint about the earth and how it compares to other planets)
GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
Big Idea
Concept
Grade Level/Course
GLE
SC/UN/1/B/5/a.
Science
Universe: Composition
and Structure of the
Universe and the Motion
of the Objects Within It
The universe has
observable
properties and
structure
The Earth has a
composition and
location suitable to
sustain life
5th Grade
Describe physical features of the planet
Earth that allows life to exist (e.g., air,
water, temperature) and compare these
to the physical features of the Sun, the
Moon, and other planets
Unit
06.3 Universe: Solar System
Local Objective
Sequence images of the lit portion of the Moon seen from Earth as it cycles day-to-day in about a month in order of occurrence.(DOK 2)
Learning Activity
Activity One:


Have students fold an 8 1/2" x 11" sheet of paper into 8 parts. Students should observe the shape of the moon each night for 8
nights and record it. They should draw their observation and label it with the date. (To see all the phases, they would need to
make observations for 28 days)
http://www.homeschoolshare.com/docs54367/maria_comet/Moon%20Phase%20booklet.pdf (Worksheet to record moon
observance)
Activity Two:






Using a Sharpie, color half a golf ball.
Make a "stand" for the ball with clay or by cutting a strip of paper, forming a circle, and attaching the ends.
Place the ball on the stand on a desk in the middle of the room.
Eight students at a time sit on the floor at specified spots that you have marked off (similar to a compass rose with cardinal and
intermediate directions). They may need to sit on their knees, so they are at eye level with the "moon" on the desk.
Students rotate through the marked spots to make observations of the lit portions of the "moon" and draw them on a piece of
paper. Students label the phases of the moon.
Activity 3:
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







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Students form a large circle around the room (with paper and pencil)
One student stands in the center holding a ball (Moon)
Place a bright flashlight in the corner of the room
Darken the classroom
Shine the light on the ball/moon Students observe the moon from their vantage point and draw
Compare the drawings with the class beginning with the student closest to the light, proceed clockwise
Initiate discussion on why shadows appear as they do and the progression of the shadows around the circle
students write phases on their drawing
Activity 4:



Photocopy picture of the moon phases
cut photos apart
cooperative groups sequence (and label)
Resources
Scott Foresman, pgs. 558-559, 562-563
http://www.calculatorcat.com/moon_phases/moon_phases.phtml (moon phases)
http://www.ioncmaste.ca/homepage/resources/web_resources/CSA_Astro9/files/html/module3/lessons/lesson4/phasesMoon.html
of the moon activities)
http://images.google.com/images?sourceid=navclient&rlz=1T4DKUS_enUS281US281&q=moon+phases&um=1&ie=UTF8&ei=tAQrStLhCYKJtgfd8-ypCA&sa=X&oi=image_result_group&resnum=4&ct=title (phases of the moon Google images)
http://smartweed.olemiss.edu/nmgk8/curriculum/middleschool/fifth/as_the_moon_changes/as_the_moon_changes.ppt#1 (phases of the
moon PowerPoint)
GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
Big Idea
SC/UN/2/B/5/a.
Science
Universe: Composition
and Structure of the
Universe and the
Motion of the Objects
Within It
Regular and predictable
motions of objects in the
universe can be described
and explained as the result
of gravitational forces
Concept
Grade Level/Course
GLE
5th Grade
Sequence images of the lit
portion of the Moon seen
from Earth as it cycles
day-to-day in about a
month in order of
occurrence
The apparent position of
the moon, as seen from
Earth, and its actual
position relative to Earth
change in observable
patterns
Unit
06.4 Universe: Solar System
Local Objective
a. Identify that the Earth rotates once every 24 hours (DOK 1)
b. Relate changes in the length and position of a shadow to the time of day and apparent position of the Sun in the sky, as determined by Earth's rotation (DOK 2)
c. Relate the apparent motion of the Sun, Moon, and stars in the sky to the rotation of the Earth
(Do not assess apparent motion of polar constellations)(DOK 2)
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Learning Activity
http://www.harcourtschool.com/activity/science_up_close/317/deploy/317_IA_Shadow.swf (Shadow activity)
Resources
Scott Foresman
a) pgs. 528, 542-547
b) Can be developed from: pgs. 460-461, 542-547, 558-559, 562-563
c) pgs. 528-529, 542-547, 556-559 http://www.nebo.edu/misc/learning_resources/ppt/k-5/earthscience.ppt (PowerPoint Illustrating Local Objectives 06.4 a,b,c)
http://hea-www.harvard.edu/ECT/Shadow/shadow.html#46 (Mini-Investigation Intro to Shadows)
http://www.cosmos4kids.com/ (Various Astronomy Links)
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/UN/2/C/5/a.
Science
SC/UN/2/C/5/b.
SC/UN/2/C/5/c.
Strand
Big Idea
Concept
Grade Level/Course
GLE
Universe:
Composition and
Structure of the
Universe and the
Motion of the
Objects Within It
Regular and predictable
motions of objects in
the universe can be
described and
explained as the result
of gravitational forces
The regular and predictable
motions of the Earth and
Moon relative to the Sun
explain natural phenomena on
Earth, such as day, month,
year, shadows, moon phases,
eclipses, tides, and seasons
5th Grade
Recognize the Earth rotates
once every 24 hours
Science
Universe:
Composition and
Structure of the
Universe and the
Motion of the
Objects Within It
Regular and predictable
motions of objects in
the universe can be
described and
explained as the result
of gravitational forces
The regular and predictable
motions of the Earth and
Moon relative to the Sun
explain natural phenomena on
Earth, such as day, month,
year, shadows, moon phases,
eclipses, tides, and seasons
5th Grade
Relate changes in the
length and position of a
shadow to the time of day
and apparent position of the
Sun in the sky, as
determined by Earth
rotation
Science
Universe:
Composition and
Structure of the
Universe and the
Motion of the
Objects Within It
Regular and predictable
motions of objects in
the universe can be
described and
explained as the result
of gravitational forces
The regular and predictable
motions of the Earth and
Moon relative to the Sun
explain natural phenomena on
Earth, such as day, month,
year, shadows, moon phases,
eclipses, tides, and seasons
5th Grade
Relate the apparent motion
of the Sun, Moon, and stars
in the sky to the rotation of
the Earth (Do not assess
apparent motion of polar
constellations)
Unit
07.1 Scientific Inquiry
Local Objective
a. Formulate testable questions and explanations (hypothesis) (DOK 3)
b. Recognize the characteristics of a fair and unbiased test (DOK 2)
c. Conduct a fair test to answer a question (Be sure to use the steps of the scientific method - question, research, hypothesis,
experiment, analysis of data, conclusion) (DOK 2)
d. Make suggestions for reasonable improvements or extensions of a fair test (DOK 3)
Learning Activity
1. Practice sequencing the steps of the scientific method (using pictures or situations)
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Resources
Scott Foresman
a) pgs. xxii-xxvii, 26-27, 80-81, 178-179, 188-191, 216-217, 290-291, 332-335, 362-363, 500-503, 562-563, 604-607
This objective can be developed from any of the directed inquiry, guided inquiry, full inquiry, and science fair projects. Students can use
the questions as examples that will help them formulate their own questions.
b) pgs. 188-191, 290-291, 332-335, 500-503, 604-607
c) pgs. xxii-xxvii, 188-191, 290-291, 332-335, 500-503, 604-607
d) pgs. xxii-xxvii, 188-191, 192, 290-291, 332-335, 336, 500-503, 504, 604-607, 608
P: Drive / GreenTree / 5th Grade Science / Scientific Method/ PDF: (Guide to the Scientific Method)
http://www.birds.cornell.edu/birdsleuth/inquiry-resources/investigating-evidence-1/investigating-evidence (Detailed Unit to Introduce The
Scientific Method)
http://pbskids.org/zoom/activities/sci/keepacube.html (Keep a Cube Mini-Investigation)
GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
SC/IN/1/A/5/a.
Science
Scientific
Inquiry:
Scientific
Inquiry
SC/IN/1/A/5/b.
Science
SC/IN/1/A/5/c.
SC/IN/1/A/5/d.
Big Idea
Concept
Grade Level/Course
Science understanding is
developed through the use of
science process skills, scientific
knowledge, scientific
investigation, reasoning, and
critical thinking
Scientific inquiry includes the ability
of students to formulate a testable
question and explanation, and to
select appropriate investigative
methods in order to obtain evidence
relevant to the explanation
5th Grade
Formulate testable
questions and
explanations
(hypotheses
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
developed through the use of
science process skills, scientific
knowledge, scientific
investigation, reasoning, and
critical thinking
Scientific inquiry includes the ability
of students to formulate a testable
question and explanation, and to
select appropriate investigative
methods in order to obtain evidence
relevant to the explanation
5th Grade
Recognize the
characteristics of a
fair and unbiased test
Science
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
developed through the use of
science process skills, scientific
knowledge, scientific
investigation, reasoning, and
critical thinking
Scientific inquiry includes the ability
of students to formulate a testable
question and explanation, and to
select appropriate investigative
methods in order to obtain evidence
relevant to the explanation
5th Grade
Conduct a fair test to
answer a question
Science
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
developed through the use of
science process skills, scientific
knowledge, scientific
investigation, reasoning, and
critical thinking
Scientific inquiry includes the ability
of students to formulate a testable
question and explanation, and to
select appropriate investigative
methods in order to obtain evidence
relevant to the explanation
5th Grade
Make suggestions for
reasonable
improvements or
extensions of a fair
test
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 1:48:39 PM
This objective will be met via inquiry investigations performed in each unit of study.
Unit
07.2 Scientific Inquiry
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Local Objective
a. Make qualitative observations using the five senses (DOK 1)
b. Determine the appropriate tools and techniques to collect data (DOK 2)
c. Use a variety of tools and equipment to gather data (e.g. hand lenses, magnets, thermometers,
metric rulers, balances, graduated cylinders, spring scales) (DOK 1)
d. Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest
milliliter, temperature to the nearest degrees Celsius, force/weight to the nearest newton (Harcourt, WB 300, 304). (DOK 1)
e. Compare amounts/measurements. Teach students to differentiate between mass and weight
interchangeably. (DOK 2)
f. Judge whether measurements and computation of quantities are reasonable. (DOK 3)
Learning Activity
a) During investigations or experiments, have students record their observations on a 5 senses graphic
organizer: http://www.eduplace.com/graphicorganizer/pdf/sense_eng.pdf then use the information to draw conclusions and analyze results.
Resources
Scott Foresman
a) pgs. xxii-xxvii, 4, 26-27, 36, 50-51, 60, 80-81, 92, 114-115, 124, 154-155, 164, 178-179, 188-191, 192, 196, 216-217, 228, 250
260, 290-291, 300, 322-323, 332-335, 336, 340, 362-363, 372, 394-395, 404, 432-433, 444, 466-467, 476, 490-491, 500-503, 504, 530
531, 540, 562-563, 572, 592-593, 604-607
b) pgs. xxviii-xxxi, 226-227, 36, 60, 114-115, 154-155, 164, 178-179, 188-191, 192, 196, 216-217, 228, 250-251, 226, 290-291, 300,
322-323, 332-335, 336, 344-347, 362-363, 368, 372, 394-395, 404, 432, 433, 444, 466-467, 476, 490, 491, 500-503, 472
c) pgs. xxviii-xxxi, 26-27, 80-81, 92, 164, 178-179, 188-191, 196, 228, 250-251, 290-291, 300, 332-335, 336, 340, 362-363, 372, 394
395, 404, 432-433, 444, 466-467, 476, 490-491, 500-503, 540, 562-563, 572
d) pgs. 80-81, 92, 164, 178-179, 188-191, 196, 228, 340, 362-363, 372, 394-395, 404, 410-411, 444, 466-467, 500-503
e) pgs. 80-81, 82-83, 188-191, 250-251, 340, 362-363, 364-365, 368, 372, 394-395, 404, 564-565, 594-595
f) pgs. 124, 394-395, 444
http://www.funbrain.com/measure/index.html (Practice Activity Measuring Centimeters)
http://www.wisc-online.com/objects/index_tj.asp?objID=TP1402 (a 16-slide powerpoint that explains the difference between weight and
mass)
http://www.exploratorium.edu/ronh/weight/ (your weight on other planets)
http://www.teachervision.fen.com/planets/lesson-plan/353.html (weight chart/calculate weight)
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/IN/1/B/5/a.
Science
Strand
Scientific
Inquiry:
Scientific
Inquiry
Big Idea
Concept
Science understanding is
Scientific inquiry
developed through the use of relies upon gathering
science process skills,
evidence from
scientific knowledge,
qualitative and
scientific investigation,
quantitative
reasoning, and critical
observations
Grade Level/Course
5th Grade
GLE
Make qualitative observations using the
five senses
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thinking
SC/IN/1/B/5/b.
Science
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
Scientific inquiry
developed through the use of relies upon gathering
science process skills,
evidence from
scientific knowledge,
qualitative and
scientific investigation,
quantitative
reasoning, and critical
observations
thinking
5th Grade
Determine the appropriate tools and
techniques to collect data
SC/IN/1/B/5/c.
Science
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
Scientific inquiry
developed through the use of relies upon gathering
science process skills,
evidence from
scientific knowledge,
qualitative and
scientific investigation,
quantitative
reasoning, and critical
observations
thinking
5th Grade
Use a variety of tools and equipment to
gather data (e.g., hand lenses, magnets,
thermometers, metric rulers, balances,
graduated cylinders, spring scales
SC/IN/1/B/5/d.
Science
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
Scientific inquiry
developed through the use of relies upon gathering
science process skills,
evidence from
scientific knowledge,
qualitative and
scientific investigation,
quantitative
reasoning, and critical
observations
thinking
5th Grade
Measure length to the nearest
centimeter, mass to the nearest gram,
volume to the nearest milliliter,
temperature to the nearest degree
Celsius, force/weight to the nearest
Newton
SC/IN/1/B/5/e
Science
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
Scientific inquiry
developed through the use of relies upon gathering
science process skills,
evidence from
scientific knowledge,
qualitative and
scientific investigation,
quantitative
reasoning, and critical
observations
thinking
5th Grade
Compare amounts/measurements
SC/IN/1/B/5/f
Science
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
Scientific inquiry
developed through the use of relies upon gathering
science process skills,
evidence from
scientific knowledge,
qualitative and
scientific investigation,
quantitative
reasoning, and critical
observations
thinking
5th Grade
Judge whether measurements and
computation of quantities are reasonable
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 2:10:00 PM
This objective will be met via inquiry investigations performed in each unit of study.
Unit
07.3 Scientific Inquiry
Local Objective
a. Use quantitative and qualitative data as support for reasonable explanations (DOK 3)
b. Use data as support for observed patterns and relationships, and to make predictions to be tested (DOK 3)
c. Evaluate the reasonableness of an explanation (DOK 3)
d. Analyze whether evidence supports proposed explanations (DOK 3)
Resources
Scott Foresman
a) pgs.26-27, 36, 50-51, 92, 114-115, 124, 154-155, 164, 178-179, 188-191, 192, 196, 216-217, 228, 250-251, 260, 290-291, 300, 322
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323, 332-335, 336, 340, 362-363, 372, 394, 395, 404, 432-433, 444, 466-467, 476, 490-491-500-503
b) pgs. 92, 114-115, 178-179, 216-217, 228, 250-251, 322-323, 332-335, 362-363, 372, 394-395, 432-433, 444, 476, 500-503, 530
572
c) pg. 444
d) pgs. 92, 178-179, 290-291, 332-335, 372, 444, 476, 500-503
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/IN/1/C/5/a.
Science
SC/IN/1/C/5/b.
Strand
Big Idea
Concept
Grade Level/Course
GLE
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
developed through the use of
science process skills, scientific
knowledge, scientific
investigation, reasoning, and
critical thinking
Scientific inquiry includes
evaluation of explanations
(laws/principles, theories/models)
in light of evidence (data) and
scientific principles
(understandings
5th Grade
Use quantitative and
qualitative data as
support for reasonable
explanations
Science
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
developed through the use of
science process skills, scientific
knowledge, scientific
investigation, reasoning, and
critical thinking
Scientific inquiry includes
evaluation of explanations
(laws/principles, theories/models)
in light of evidence (data) and
scientific principles
(understandings
5th Grade
Use data as support for
observed patterns and
relationships, and to
make predictions to be
tested
SC/IN/1/C/5/c.
Science
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
developed through the use of
science process skills, scientific
knowledge, scientific
investigation, reasoning, and
critical thinking
Scientific inquiry includes
evaluation of explanations
(laws/principles, theories/models)
in light of evidence (data) and
scientific principles
(understandings
5th Grade
Evaluate the
reasonableness of an
explanation
SC/IN/1/C/5/d.
Science
Scientific
Inquiry:
Scientific
Inquiry
Science understanding is
developed through the use of
science process skills, scientific
knowledge, scientific
investigation, reasoning, and
critical thinking
Scientific inquiry includes
evaluation of explanations
(laws/principles, theories/models)
in light of evidence (data) and
scientific principles
(understandings
5th Grade
Analyze whether
evidence supports
proposed explanations
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 1:46:56 PM
This objective will be met via inquiry investigations performed in each unit of study.
Unit
08.1 Science, Technology, & Human Activity: Work & Simple Machines
Local Objective
Design and construct a machine, using materials and/or existing objects, that can be used to perform a task (Assess Locally) (DOK 3)
Assessment Activity
Assess Locally
Learning Activity
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Hold an Invention Convention. Students can create a simple machine that performs a task and then demonstrate the machines to an
audience.
Resources
Scott Foresman, pg. 508
http://sasked.gov.sk.ca/docs/elemsci/gr5ugesc.html (Simple Machines Unit & Activity)
Texts: Mistakes That Worked, Charlotte Foltz Jones (Picture Book of Inventions)
Accidents May Happen, Charlotte Foltz Jones (Picture Book of Inventions)
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/ST/1/A/5/a.
Science
Strand
Science and
Technology: Impact
of Science,
Technology, and
Human Activity
Big Idea
Concept
Grade Level/Course
GLE
The nature of technology can
advance, and is advanced by,
science as it seeks to apply
scientific kowledge in ways
that meet human needs
Designed objects are used
to do things better or
more easily and to do
some things that could
not otherwise be done at
all
5th Grade
Design and construct a
machine, using materials
and/or existing objects,
that can be used to
perform a task (Assess
Locally
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 1:49:52 PM
This objective will be met during the Work & Simple Machines unit of study.
Unit
07.4 Scientific Inquiry
Local Objective
Communicate the procedures and results of investigations and explanations through:





oral presentations
drawings and maps
data tables
graphs (bar, single line, pictograph)
writings
(DOK 2)
Resources
Scott Foresman Refer to inquiry sections throughout each chapter.
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GLEs v2.0 and CLEs
GLE Code
Discipline
SC/IN/1/D/5/a.
Science
Strand
Scientific
Inquiry:
Scientific
Inquiry
Big Idea
Science understanding is
developed through the use
of science process skills,
scientific knowledge,
scientific investigation,
reasoning, and critical
thinking
Concept
Grade Level/Course
GLE
The nature of science
relies upon
communication of
results and
justification of
explanations
5th Grade
Communicate simple procedures and
results of investigations and explanations
through:oral presentations,drawings and
maps,drawings and maps,data tables,
graphs (bar, single line, pictograph),
writings
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 1:44:28 PM
This objective will be met via inquiry investigations performed in each unit of study.
Unit
08.2 Science, Technology, & Human Activity
Local Objective
Describe how new technologies have helped scientists make better observations and measurements for
investigations (e.g., telescopes, electronic balances, electronic microscopes, x-ray technology,
computers, ultrasounds, computer probes such as thermometers) (DOK 2)
Resources
Scott Foresman - pgs. 120-156-157, 222-223, 242-245, 351, 440, 514-517, 586-587
GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
Big Idea
Concept
Grade Level/Course
SC/ST/1/B/5/a.
Science
Science and
Technology:
Impact of Science,
Technology, and
Human Activity
The nature of
technology can
advance, and is
advanced by, science as
it seeks to apply
scientific kowledge in
ways that meet human
needs
Advances in
technology often
result in improved
data collection and
an increase in
scientific information
5th Grade
GLE
Describe how new technologies have
helped scientists make better
observations and measurements for
investigations (e.g., telescopes,
electronic balances, electronic
microscopes, x-ray technology,
computers, ultrasounds, computer
probes such as thermometer
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 1:52:33 PM
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This objective will be implemented when appropriate in all units of study.
Unit
08.3 Science, Technology, & Human Activity
Local Objective
Identify how the effects of inventions or technological advances (e.g., complex machinery, technologies used in space exploration,
satellite imagery, weather observation and prediction, communication, transportation, robotics, tracking devices) may be helpful, harmful,
or both. (Assess Locally) (DOK 3)
Assessment Activity
Assess Locally
Resources
Scott Foresman - pgs. 174-177, 222-223, 386-393, 472, 574-579, 580-583, 584-587 GLEs v2.0 and CLEs
GLE Code
Discipline
Strand
Big Idea
Concept
Grade Level/Course
GLE
SC/ST/1/C/5/a.
Science
Science and
Technology:
Impact of
Science,
Technology, and
Human Activity
The nature of
technology can
advance, and is
advanced by, science
as it seeks to apply
scientific kowledge in
ways that meet
human needs
Technological
solutions to
problems often
have drawbacks as
well as benefits
5th Grade
Identify how the effects of inventions or
technological advances (e.g., different types
of light bulbs, semiconductors/integrated
circuits and electronics, satellite imagery,
robotics, communication, transportation,
generation of energy, renewable materia
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 1:53:16 PM
This objective will be implemented when appropriate in all units of study.
Unit
08.4 Science, Technology, & Human Activity
Local Objective
Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how
their work contributed to science and technology. (Assess Locally) (DOK 3)
Assessment Activity
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Assess Locally
Learning Activity
Have students research different inventors. Students should identify an inventor, describe the invention, and the importance of the
invention to society.
Resources
Scott Foresman - pgs. 296, 418-425, 440, 477, 414-415, 536, 568, 575
http://edtech.kennesaw.edu/web/inventor.html (Links to Inventors & Inventions)
I is for Idea: An Inventions Alphabet, Marcia Schonberg (Picture Book of Inventors & Inventions)
GLEs v2.0 and CLEs
GLE Code
Discipline
SC/ST/2/A/5/a.
Science
Strand
Science and
Technology:
Impact of
Science,
Technology, and
Human Activity
Big Idea
Concept
Historical and cultural
perspectives of scientific
explanations help to improve
understanding of the nature
of science and how science
knowledge and technology
evolve over time
People of different
gender and ethnicity
have contributed to
scientific discoveries
and the invention of
technological
innovations
Grade Level/Course
GLE
5th Grade
Research biographical
information about various
scientists and inventors from
different gender and ethnic
backgrounds, and describe how
their work contributed to
science and technology (Assess
Locally)
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 1:54:25 PM
This objective will be implemented when appropriate in all units of study.
Unit
08.5 Science, Technology, & Human Activity
Local Objective
a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or
nonfiction of people working alone or in groups solving everyday problems or learning through discovery) (DOK 3)
b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (Assess Locally)(DOK 3)
Resources
Scott Foresman a) pgs. 32, 56, 86, 87, 88, 120, 184, 256, 296, 368, 400, 440, 472, 536, 568, 600
b) Can be developed from the guided, directed and full inquiry labs and science fair project pages.
GLEs v2.0 and CLEs
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GLE Code
Discipline
Strand
SC/ST/3/A/5/a.
Science
Science and
Technology: Impact
of Science,
Technology, and
Human Activity
SC/ST/3/A/5/b.
Science
Science and
Technology: Impact
of Science,
Technology, and
Human Activity
Page 27 of 27
Big Idea
Concept
Grade Level/Course
GLE
Science and
technology
affect, and are
affected by,
society
People, alone or in groups,
are always making
discoveries about nature
and inventing new ways to
solve problems and get
work done
5th Grade
Identify a question that was asked, or
could be asked, or a problem that
needed to be solved when given a
brief scenario (fiction or nonfiction of
individuals solving everyday problems
or learning through discovery)
Science and
technology
affect, and are
affected by,
society
People, alone or in groups,
are always making
discoveries about nature
and inventing new ways to
solve problems and get
work done
5th Grade
Work with a group to solve a problem,
giving due credit to the ideas and
contributions of each group member
(Assess Locally
Objective Notes/Essential Questions
Date
Note/Question
6/9/2009 1:55:04 PM
This objective will be implemented when appropriate in all units of study.
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