Download Grade 5 - Farmington River Regional School District

FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – SCIENCE MAP
GRADE FIVE
Month
September
Content
Rocks and their
properties
Skills
Upon completion of class discussion, reading,
and various classroom activities, students will
identify and describe the different minerals and
their uses.
Students will be able to identify the physical
properties of minerals after completion of the
activities "scratching minerals," and "name that
mineral."
Students will be able to identify and explain the
properties and uses of igneous rocks,
sedimentary rocks, and metamorphic rocks after
visiting various websites, reading and discussing,
and participating in classroom activities.
Soil
Upon completion of reading and discussion,
students will be able to draw a soil profile and
explain how soil is formed by the chemical and
physical weathering of rock. Students will also
be able to explain how soil contains decomposed
plant and animal remains which adds nutrients to
the soil.
Standard
Earth and Space Science
1.1 Give a simple explanation of what a mineral is and some
example, e.g., quartz, mica.
1.2. Identify the physical properties of minerals (hardness, color,
luster, cleavage, and streak), and explain how minerals can be
tested for these different physical properties.
1.3. Identify the three categories of rocks (metamorphic,
igneous, and sedimentary) based on how they are formed, and
explain the natural and physical processes that create these rocks.
1.4. Explain and give examples of the ways in which soil is
formed (the weathering of rock by water and wind and from the
decomposition of plant and animal remains).
1.5. Recognize and discuss the different properties of soil,
including color, texture (size of particles), the ability to retain
water, and the ability to support the growth of plants.
1.12 Give examples of how the surface of the earth changes due
to slow processes such as erosion and weathering, and rapid
processes such as landslide, volcanic eruptions, and earthquakes.
Upon completion of testing different soil
samples, students will be able to explain the
characteristics of the samples which hold
moisture and promote plant growth best.
Earth's History
Students will complete a graphic organizer that
explains how the earth's surface is built up due to
shifting plates that cause mountains, volcanoes,
and earthquakes, while weathering and erosion
wear down the earth's surface. Students will be
able to explain the concept of erosion and how
the agents of erosion cause change to the earth's
surface.
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Month
October
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – SCIENCE MAP
GRADE FIVE
Content
Skills
Standard
Rocks and their Upon completion of class discussion, reading,
1.1 Give a simple explanation of what a mineral is and some
properties
and various classroom activities, students will
example, e.g., quartz, mica.
identify and describe the different minerals and
their uses.
1.2. Identify the physical properties of minerals (hardness, color,
luster, cleavage, and streak), and explain how minerals can be
Students will be able to identify the physical
tested for these different physical properties.
properties of minerals after completion of the
activities "scratching minerals," and "name that
1.3. Identify the three categories of rocks (metamorphic,
mineral."
igneous, and sedimentary) based on how they are formed, and
explain the natural and physical processes that create these rocks.
Students will be able to identify and explain the
properties and uses of igneous rocks,
sedimentary rocks, and metamorphic rocks after
visiting various websites, reading and discussing,
and participating in classroom activities.
Soil
Upon completion of reading and discussion,
students will be able to draw a soil profile and
explain how soil is formed by the chemical and
physical weathering of rock. Students will also
be able to explain how soil contains decomposed
plant and animal remains which adds nutrients to
the soil.
1.4. Explain and give examples of the ways in which soil is
formed (the weathering of rock by water and wind and from the
decomposition of plant and animal remains).
1.5. Recognize and discuss the different properties of soil,
including color, texture (size of particles), the ability to retain
water, and the ability to support the growth of plants.
1.12 Give examples of how the surface of the earth changes due
to slow processes such as erosion and weathering, and rapid
processes such as landslide, volcanic eruptions, and earthquakes.
Upon completion of testing different soil
samples, students will be able to explain the
characteristics of the samples which hold
moisture and promote plant growth best.
Students will complete a graphic organizer that
explains how the earth's surface is built up due to
shifting plates that cause mountains, volcanoes,
and earthquakes, while weathering and erosion
wear down the earth's surface. Students will be
able to explain the concept of erosion and how
the agents of erosion cause change to the earth's
surface.
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Month
NovemberDecember
January February
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – SCIENCE MAP
GRADE FIVE
Content
Skills
Standard
Adaptations of
Students will also create a biome brochure that
2.9 Recognize plant behaviors, such as the way seedlings' stems
Living Things
explains how plants and animals adapt to their
grow toward light and their roots grow downward in response to
given biomes.
gravity. Recognize that many plants and animals can survive
harsh environments because of seasonal behaviors, e.g., in
winter, some trees shed leaves, some animals hibernate, and
Energy and
Students will label a diagram showing how
other animals migrate.
Living Things
photosynthesis takes place in the leaves of the
plant. Working in groups, students will create a 2.11 Describe how energy derived from the sun is used by plants
food web with several overlapping food webs
to produce sugars (photosynthesis) and is transferred within a
showing the energy path from the sun, through
food chain from producers (plants) to consumers and
consumers and decomposers.
decomposers.
Sound Energy
Students will participate in various activities that
demonstrate how a sound wave travels through
matter, and how it travels faster through solids
than liquids or gas.
Physical Sciences (Chemistry and Physics)
3.11 Recognize that sound is produced by vibrating objects and
requires a medium through which to travel. Relate the rate of
vibration to the pitch of the sound.
Students will use a tuning fork to identify the
different pitches produced by varying lengths of
the tines on the tuning fork.
Students will be able to label the parts of a sound
wave as it relates to the frequency of the
compressions as they relate to the pitch of the
sound.
Light Energy
Students will participate in various activities
with mirrors and flashlights that demonstrate
how light travels through a vacuum of space
until it hits an object and can be reflected
(mirrors), refracted (water and prisms) absorbed
(cloth and construction paper.)
3.12 Recognize that light travels in a straight line until it strikes
an object or travels from one medium to another, and that light
can be reflected, refracted, and absorbed.
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Month
MarchApril
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – SCIENCE MAP
GRADE FIVE
Content
Skills
Standard
Materials and
Upon completion of class discussion and review Technology and Engineering
tools
of past MCAS tests, students will be able to
describe an example of a specific material's
4.1.1 Identify materials used to accomplish a design task based
property that makes it useful for the intended
on a specific property, i.e., weight, strength, hardness, and
function and design.
flexibility
Students will be able to explain what kind of
simple machine the hammer, saw, screwdriver,
and pliers are and the purpose of each tool after
class discussion and demonstration of each tool.
Upon completion of reading "Aisha Makes Work
Easier: An Industrial Engineering Story" and
completing several classroom activities, students
will be able to name and draw the six simple
machines; and how when put together, they form
complex machines making life and work easier.
After being given a problem to solve, students
will follow a five-step plan to produce a solution
to the problem given.
Engineering
Design
Students will complete an activity "Designing a
Factory Subsystem" and explain how a prototype
can be improved upon depending on materials
used.
4.1.2 Identify and explain the appropriate materials and tools
(e.g., hammer, screwdriver, pliers, tape measure, screws, nails,
and other mechanical fasteners) to construct a given prototype
safely.
4.1.3 Identify and explain the differenc between simpl and
complex machines, e.g., hand can opener that includes multiple
gears, wheel, wedge gear, and lever.
4.2.1 Identify a problem that reflects the need for shelter, storage,
or convenience.
4.2.2 Describe different ways in which a problem can be
represented, e.g., sketches, diagrams, graphic organizers, and
lists.
4.2.3 Identify relevant design features (e.g., size, shape, weight)
for building a prototype of a solution to a given problem.
4.2.4 Compare natural systems with mechanical systems that are
designed to serve similar purposes, e.g., a bird's wings as
compared to an airplane's wings.
Using previous MCAS questions and classroom
discussion, students will be able to explain many
material solutions to today's problems are
designed from nature's natural features.
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Month
May -June
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – SCIENCE MAP
GRADE FIVE
Content
Skills
Standard
Plant
Students will be able to draw and label the parts MA_Curriculum_Frameworks Science and Technology/
Structures and
of a plant, and describe the function of each part Engineering (2001) : 3-5
Functions
so that the plant will be able to grow and thrive.
• Strand 2 Life Science (Biology)
Students will be able to explain how plants begin
as seeds, and draw the path of the life cycle of
• Topic Characteristics of Plants and Animals
the seed from sprouting through death.
• Learning Standard 2.1 Classify plants and animals according to
Students plant sunflower seeds and graph the
the physical characteristics that they share.
growth of their seeds
• Topic Plant Structures and Functions
Students will be able to explain how each part of
Adaptations of
the plant is responsible for how the plant
• Learning Standard 2.2 Identify the structures in plants (leaves,
Living Thing
develops and survives in different seasonal
roots, flowers, stem, bark, wood) that are responsible for food
climates.
production, support, water transport, reproduction, growth, and
protection.
Students will also create a biome brochure that
explains how plants and animals adapt to their
• Learning Standard 2.3 Recognize that plants and animals go
given biomes.
through predictable life cycles that include birth, growth,
development, reproduction, and death.
• Learning Standard 2.5 Differentiate between observed
characteristics of plants and animals that are fully inherited
(e.g., color of flower, shape of leaves, color of eyes, number of
appendages) and characteristics that are affected by the climate
or environment (e.g., browning of leaves due to too much sun,
language spoken).
• Topic Adaptation of Living Things
• Learning Standard 2.9 Recognize plant behaviors, such as the
way seedlings' stems grow toward light and their roots grow
downward in response to gravity. Recognize that many plants
and animals can survive harsh environments because of seasonal
behaviors, e.g., in winter, some trees shed leaves, some animals
hibernate, and other animals migrate.
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