Download CONCISE CURRICULUM GEORGIA

CONCISE CURRICULUM
COMMON CORE INTEGRATION:
Science, Language Arts, and
Reading
GEORGIA
5th GRADE: SCIENCE
Student Workbook (not reproducible)
Copyright © 2012 by Concise Curriculum (All Rights Reserved)
Table of Contents
UNIT I: EARTH SCIENCE
CONSTRUCTIVE & DESTRUCTIVE FORCES:
PAGES 4- 49
I. Students will identify surface features of the Earth caused
by constructive and destructive processes. (S5E1)
a. Identify surface features caused by constructive
processes.
b. Identify and find examples of surface features caused
by destructive processes.
c. Relate the role of technology and human intervention in
the control of constructive and destructive processes.
UNIT II: PHYSICAL SCIENCE
PHYSICAL & CHEMICAL CHANGES: MASS
PAGES 50-75
II. Students will verify that an object is the sum of its parts.
(S5P1)
III. Students will explain the difference between a physical
change and a chemical change. (S5P2)
UNIT II: PHYSICAL SCIENCE
ELECTRICITY AND MAGNETISM
PAGES 76-93
IV. Students will investigate the electricity, magnetism, and
their relationship. (S5P3)
UNIT III: LIFE SCIENCE
PLANTS, ANIMALS, & MICROORGANISMS:
PAGES 94-133
V. Students will classify organisms into groups and relate how
they determined the groups with how and why scientists use
classifications. (S5L1)
VI. Students will recognize that offspring can resemble
parents in inherited traits and learned behaviors. (S5L2)
VII. Students will diagram and label parts of various cells
(plant, animal, single-celled, multi-celled). (S5L3)
VIII. Students will relate how microorganisms benefit or
harm larger organisms. (S5L4)
Unit 1
Earth Science:
Constructive & Destructive
Forces
CONTEXT CLUES: (ELACCGPS5L4a)
S5E1.a Identify surface features caused
by constructive processes.
Earthquakes are the sudden and violent shaking of Earth’s crust.
Sudden means: A) expected
B) unexpected C) shook
VOCABULARY: (ELACCGPS5L4c)
landforms/constructive/destructive/surface
(A) The surface of Earth is covered by many different landforms. These
landforms are the result of both constructive and destructive forces.
Constructive forces are those that affect Earth’s surface by building it up.
Mountains and islands are two examples of landforms that are formed by
constructive forces. Destructive forces affect the surface of Earth by breaking
down landforms to form new ones.
1.
What are constructive forces? _____________________________
Deposition (deltas, sand dunes, etc.) is the
process by which sediment is eroded by either
wind or water and then transported to another
location where it gradually builds up.
Earthquakes are the sudden and violent shaking
of Earth’s crust.
Volcanoes are openings in Earth’s surface or
crust, which allows hot molten rock, ash, and
gases to escape from deep below the surface.
The molten rock hardens and forms new land.
Faults are fractures in Earth’s crust.
2.
Name and describe the four constructive forces. ______________
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PARTS OF SPEECH: (ELACCGPS5L1a)
Underline the nouns in each sentence. (Nouns are people, places, things or ideas)
Circle the prepositions. (at, by, for, to, in, before, after, over, of, under, until, with, since, etc.)
Draw a box around the conjunctions. (Conjunctions are joining words such as and, but, and or)
Draw a line between the complete subject and the complete predicate.
1. The molten rock hardens and forms new land.
(2 nouns) (1 conjunction)
*What does the molten rock do? ____________ and ____________ (compound verb)
*What word modifies/describes land? _______________ (adjective)
2. Earthquakes shake the crust of Earth.
(3 nouns) (1 preposition)
*What do earthquakes do? ____________ (verb)
USAGE AND MECHANICS: (ELACCGPS5L2) Correct all errors in capitalization, punctuation, spelling, and usage. The
number in ( ) tells how many errors are in each sentence.
1. the surface of earth are covered buy many different landforms
(5)
_________________________________________________________
2. mountains and islands is too examples of landforms that is formed buy
constructive forces (6)
_________________________________________________________
CONVENTIONS OF STANDARD ENGLISH: PERFECT VERB ASPECTS (ELACCGPS5L1b)
Form the perfect verb aspects of each verb. (Past Perfect = had + ed form of verb, Present Perfect = have or has + ed form
of verb, Future Perfect = will have + ed form of verb)
1. Gases (escape) through the Earth’s surface.
________________/_________________/________________
2. Landforms (cover) the Earth’s surface.
______________/_________________/__________________
VOCABULARY SKILLS PRACTICE: Synonyms and Antonyms (ELACCGPS5L5c/5L4c)
A synonym is a word that means the same. An antonym is a word that has the opposite meaning.
* Use a thesaurus and look up other synonyms and antonyms for the word surface.
Give synonyms for: surface ____________/__________/___________
Give antonyms for: surface_____________/__________/___________
CONTEXT CLUES: (ELACCGPS5L4a)
S5E1.a Identify surface features caused
by constructive processes.
Volcanoes erupt with such force that they, in many cases, destroy themselves.
Destroy means: A) build
B) devastate C) process
VOCABULARY SKILLS: (ELACCGPS5L4c)
erosion/weathering/impact/process
(A) Destructive forces affect the surface of Earth by breaking down landforms to
form new ones. Erosion, weathering, impact of organisms, earthquakes, and
volcanoes are all examples of destructive forces.
1. What are destructive forces? _______________________________
Erosion is the moving of land or soil by the
action of wind, water, or ice.
Weathering is the process of breaking down
rocks, soils, and their minerals through direct
contact with wind, water, or ice.
Impact of Organisms refers to the role
played by living things in the shaping of
landforms.
Earthquakes not only build up new landforms,
but tear down existing ones.
Volcanoes erupt with such force that they, in
many cases, destroy themselves.
2. What is weathering? ______________________________________
3. Describe how weathering destructs (tears down) Earth’s surface. ___
_________________________________________________________
_________________________________________________________
________________________________________________________________________
PARTS OF SPEECH: (ELACCGPS5L1a)
Underline the nouns in each sentence. (Nouns are people, places, things or ideas)
Circle the prepositions. (at, by, for, to, in, before, after, over, of, under, until, with, since, etc.)
Draw a box around the conjunctions. (Conjunctions are joining words such as and, but, and or)
Draw a line between the complete subject and the complete predicate.
1. Earthquakes build new landforms. (2 nouns)
*What do earthquakes do? ___________ (verb)
*What word modifies landforms? __________ (adjective)
2. Earthquakes shake Earth’s crust. (2 nouns)
*What do earthquakes do? ____________ (verb)
SENTENCE SKILLS PRACTICE: Combining Sentences (ELACCGPS5L3a)
Expand, combine, and reduce sentences for meaning, reader interest, and style.
Combine the following sentences correctly,
Erosion is an example of a destructive force.
Weathering is an example of a destructive force.
Impact of organisms is an example of a destructive force.
Earthquakes are an example of a destructive force.
Volcanoes are an example of a destructive force.
_________________________________________________________
________________________________________________________________________
________________________________________________________________________
READING SKILLS PRACTICE: CAUSE AND EFFECT (ELACCGPS5RI5)
The cause is why something happened and the effect is what happened as a result.
Volcanoes sometimes destroy themselves because they erupt with such force.
CAUSE: ___________________________________________________
EFFECT: Volcanoes sometimes destroy themselves.
CONTEXT CLUES: (ELACCGPS5L4a)
S5E1.a Identify surface features caused by
constructive processes.
Deposition is the process by which sediment, made up of dirt and rocks, is moved
from one place and deposited in another.
Process means: A) place B) movement C) method
VOCABULARY SKILLS: (ELACCGPS5L4c)
responsible/sediment/settle/erode/encounters/obstacle/protect
(A) Some landforms are created very quickly, almost in the blink of an eye, but
most take many years to form. Landforms such as deltas and sand dunes are
formed over hundreds or thousands of years. The force responsible for creating
these particular landforms is known as deposition. Deposition is the process by
which sediment, made up of dirt and rocks, is moved from one place and deposited
in another.
1. Why do you think landforms take so long to form? ______________
_________________________________________________________
(B) Water and wind are forces that move sediment from one place to another.
Moving water carries with it bits of gravel, sand, and clay. As the water slows
down, the larger bits of sediment can no longer be carried by the water, so they
sink to the bottom. The smaller bits are carried further down stream, but will
eventually settle as well. In the case of river deltas, we see fast moving rivers
flowing into the ocean. As the water enters the ocean it slows down. A muddy river
flowing into the ocean will dump most of the larger pieces of sediment near the
coast. Deltas are the result of thousands of years of gravel, sand, and clay settling
out of a once fast moving river.
2. How are deltas formed? ___________________________________
_________________________________________________________
(C)
Another landform created by deposition is the sand dune. Dunes are
created anywhere there is sand and wind. Winds blow and erode the sand. When
the windblown sand encounters an obstacle, such as a rock or a plant, it drops to
the ground. Over time, the sand begins to pile up and form a dune. Sand dunes
along beaches help to protect the land on the other side during storms.
3. How are sand dunes created? _______________________________
_________________________________________________________
_________________________________________________________
4. How do sand dunes “help” beaches? __________________________
_________________________________________________________
_________________________________________________________
PARTS OF SPEECH: (ELACCGPS5L1a)
Underline the nouns in each sentence. (Nouns are people, places, things or ideas)
Circle the prepositions. (at, by, for, to, in, before, after, over, of, under, until, with, since, etc.)
Draw a box around the conjunctions. (Conjunctions are joining words such as and, but, and or)
Draw a line between the complete subject and the complete predicate.
1. Water and wind move sediment from one place to the other.
*What do water and wind do? _______________ (verb)
(5 n) (1 c) (2p)
2. Moving water carries gravel, sand, and clay. (4 nouns) (1 conjunction)
*What does moving water do? ______________ (verb)
*What word modified water? _______________ (adjective)
SENTENCE SKILLS PRACTICE: (ELACCGPS5L3a) Sentence Fragments do not express a complete thought. A
complete sentence has a subject and a verb and expresses a complete thought. Change all fragments below into complete
sentences.
1. carries with it bits of gravel, sand, and clay
_________________________________________________________
Experiment Alert!
Fill a clear plastic bottle with water. Drop a handful of soil
and sand into the bottle. What do you notice?
___________________________________________
___________________________________________
Illustrate what the bottle looks like before and after you
drop in the soil and sand.
Did all of the pieces of sediment sink at the same speed?
___________________________________________
The truth is that the water will appear muddy for hours,
but if it is left undisturbed, all of the sediment will eventually
settle to the bottom of the bottle.
Experiment Alert!
For this experiment you will need a sheet of newspaper or bulletin
board paper and 20-30 ounces of table salt.
Spread the paper out on a table. Pour the salt on to the paper so
that it forms a pile. Place your chin just below the edge of the table,
and blow once. The breath should be straight towards the salt and
strong. Continue to blow so that the salt begins to form a new pile.
Notice that some of the salt slides down the sloping sides of the two
piles.
What happened when you blew toward the salt?
_________________________________________________
_________________________________________________
Draw a simple sketch of the piles of salt that you created.
NOTES
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ILLUSTRATION/OBSERVATION PAGE