Download 5th Grade Science - Halifax County School District

Halifax County Schools
Fifth Grade Science Pacing Guide
1st Six Weeks
Goal
Goal 3
Weather and Climate
3 . 0 1 Investigate
the water cycle
including the
processes of:
•
Evaporation.
•
Condensation.
•
Precipitation.
•
Run-off.
3 . 0 2 Discuss and
determine how the
following are
affected by
predictable
patterns of
weather:
Activities
1. http://www.dpi.state.nc.us/docs/curriculum/science/units/e
lementary/5goal3.doc
2. Identify students’ prior knowledge of weather / climate
using circle map, KWL, recording data in journal. Reflect
on information learned in K, 1, and 2nd grade about
weather.
3. Internet search on weather
4. Data collection of weather in journal and on
classroom/computer chart
5. Begin a word wall of vocabulary to be continued
throughout the study of weather and climate
6. Integration of Harcourt Reading Series: Thunder Rose and
“How to Measure Tornado” & leveled reads
7. Begin to compile and use weather data to establish a
climate record using a) weather station created by students
in coop groups, b) local weather website, c) newspapers,
recording data and verify data as needed
8. Research weather forecasting using e-journal through
www.science.mmhschool.com
9. Draw, color and label the processes of the water cycle.
Then explain what happens in each stage of the water
cycle in sequential order using transition words
10. Using charts and observing the sky the children will
identify different cloud types.
Essential Questions
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What are the processes of the water cycle and
how do they interact?
(include transpiration)
How is weather predicted?
What are the factors that affect weather?
Does air have weight and exert pressure?
What happens when air moves from an area of
high pressure to an area of low pressure?
What’s the relationship between air pressure and
wind?
What are the different cloud types?
How are they related to various weather
systems?
How are clouds formed?
What happens when air moves from an area of
high pressure to an area of low pressure?
What’s the relationship between air pressure and
wind?
How do the different climate zones affect the
various areas around the world?
How do global atmospheric patterns affect local
weather?
How do thunderstorms, tornadoes and
hurricanes form?
What are the effects?
Compare the formation of clouds in each of the
Vocabulary
Water cycle
temperature
Evaporation
wind direction and
speed
Condensation
barometer
Precipitation
rain gauge
Run – off
anemometer
Transpiration
weather vane
Weather
stratus
Climate
cirrus
Longitude
cumulus
Latitude
nimbus
Fujita scale
vertical development
Hurricane
cold and warm front
Tropical storm
• Temperature.
• Wind direction
and speed.
• Precipitation.
• Cloud cover.
• Air pressure.
3 . 0 3 Describe and
analyze the
formation of
various types of
clouds and discuss
their relation to
weather systems.
3 . 0 4 Explain how
global atmospheric
movement patterns
affect local
weather.
3 . 0 5 Compile and
use weather data to
establish a climate
record and reveal
any trends.
3 . 0 6 Discuss and
determine the
11. Draw the different types of clouds and identify the type of
weather associated with each.
12. Cloud in a cup or Ziploc bag
13. Define global wind patterns, air masses, Gulf Stream.
14. Use appropriate technology to examine global weather
patterns
15. Research storms using WRAL Storm Tracker or using ejournal through
16. Track Hurricanes on tracking map and WRAL tracker
17. Watch or read “Magic School Bus Inside a Hurricane”
18. Watch Weather video clips using internet news channels
such as WRAL
19. Differentiate between weather and climate listing
characteristics / causes of each. Discuss similarities.
20. Continue data collection and/or analyze data from
newspapers, internet and create visuals (graphs, etc) of the
data and formulate a climate record.
21. Choose a region and
22. Research weather data over a period of time
23. Create a graph or visual representation of data to
determine the trends within the region
24. Classify the region into one of the 5 world climate zones.
25. Investigate the rates at which water and soil absorb and
release heat by conducting experiments or models. Bucket
of water, sand in playground, thermometers. Measure and
record data. Discuss and have students share and relate
experiences of land (pavement, beach sand) contrasting
day temperature versus night temperature and water temp.
26. Explain how uneven heating of earth’s surface causes
wind.
27. Illustrate, label w/ phrases and arrows, and explain the
steps of the effect of rain shadow on mountain
precipitation.
28. Summarize the influence of geography on weather and
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above weather systems
What are the sources of weather data which can
be determined climate?
How do I use weather data to establish trends in
climate?
How does geography affect weather and
climate?
How does proximity to mountains and bodies of
water affect weather and climate?
high and low pressure
Tsunami
tropical depression
Radar, Doppler, satellite
humidity
Storm surge
rain
shadow effect
Dense (less or more)
prevailing winds
Sea breezes
westerlies
El Nino
weather symbols
Forecast
isobar
Meteorology (ist)
fog, dew,
Global warming
ozone
influence of
geography on
weather and
climate:
• Mountains.
• Sea breezes.
• Water bodies.
climate in regions of the world with focus on US
(mountains, oceans, lakes, ponds, high vegetation, etc)
Choose one or more to summarize, compare contrast, etc.
29. Summarize the ocean’s effect on the formation of
hurricanes.
Halifax County Schools
Fifth Grade Science Pacing Guide
2nd Six Weeks
Goal
Goal 4
Force and Motion
4 . 0 1 Determine
the motion of an
object by following
and measuring its
position over time.
4 . 0 2 Evaluate
how pushing or
pulling forces can
change the position
and motion of an
object.
4 . 0 3 Explain how
energy is needed to
make machines
move.
• Moving air.
Activities
1. Use KWL or thinking map to activate prior knowledge.
Begin word wall for this unit.
2. Introduce students to force and motion through
participation and discussion of the pendulum activity.
3. Differentiate between pushing and pulling.
4. Conduct experiments to observe the effects of forces on
objects that are at rest and in motion.
5. Discuss/ list activities, state the force that acted on it, give
reason.
6. Examples: throw object in air – push given to get in air,
gravity pulls it back down rope in tug of war – push and
pull brings it away and toward us. Bike skids on road friction slows or stops bike.
7. Construct a pulley system or lever system. Investigate and
analyze the system relating to the forces of push and pull.
8. Define vocabulary (motion, velocity, acceleration, inertia,
momentum, friction, etc.) Demonstrate with activities like
rubbing hands together to show friction and application
like riding bike (friction), rug burns. Differentiate between
velocity (speed and direction) and speed.
9. Measure the force required to move an object using a
spring scale
10. Observe or create “Newton’s Cradle” (4-5 marbles
suspended with string. When hit one end, the others stay
Essential Questions
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What is force?
What is work?
How does pushing and pulling an object change
the position and motion of an object?
What is motion?
What is elapsed time?
How does motion affect the distance an object
would travel?
How can the motion of an object be determined
over time?
What are the factors that affect motion?
What are Newton’s 3 laws of motion?
What are balanced and unbalanced forces?
What effects do balanced and unbalanced forces
have on objects?
How does the amount of force applied to an
object affect its motion?
How does friction affect the distance an object
will move?
What is the relationship between acceleration
and momentum?
What is energy?
Why is energy needed to make machines move?
How do gravity and moving air affect
machines?
Vocabulary
force
balanced forces
inertia
unbalanced force
friction
action
speed
reaction
velocity
work
acceleration
simple machine
gravity
lever
weight
fulcrum
mass
effort arm
Newton’s First Law
resistance arm
Newton’s Second Law
wheel and axle
Newton’s Third Law
screw
volume
pulley
• Gravity.
4 . 0 4 Determine
that an unbalanced
force is needed to
move an object or
change its
direction.
4 . 0 5 Determine
factors that affect
motion including:
• Force.
• Friction.
11.
12.
13.
14.
• Inertia.
• Momentum.
4 . 0 6 Build and
use a model to
solve a mechanical
design problem.
•
Devise a test
for the model.
•
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Evaluate the
results of test.
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stationary and the one on the opposite end moves) View
online @ www.walterfendt.de/ph14e/ncradle.htm or
Make and test a model of Newton’s cradle using beads
and string (fishing wire) and straws or dowel rods to make
the base.
Play a game of marbles; observe action and reaction,
demonstrating Newton’s Third Law.
Identify examples of friction, inertia and momentum.
Conduct experiments to determine the effects of friction,
inertia and momentum on motion.
Investigate Newton’s First Law of Motion: An object at
rest will remain at rest until a force is applied to it. An
object will remain in motion until a force is applied to it.
Use objects at rest and objects in motion, apply forces, and
observe friction, gravity and their affect on objects.
To demonstrate inertia: use a stack of washers or quarters:
Take a butter knife or ruler. Explain that you will hit the
washer/quarter. Predict what will occur. Perform and
observe. When hitting the bottom object – it will fly out to
side and all the others will stay stacked and in place. (Ex:
magicians pulling table cloth out from dishes, when
moving in a car and hit an object – sunglasses, other
objects including you will continue to go forward.
Brainstorm other examples)
Discuss and demonstrate Newton’s Laws of Motion
(playing ball – hit w/ bat (feel vibration of reaction)
skating (push against floor) rowing or swimming – push
oar/arms against water, boat/body moves forward.
Swing a bucket of water around (centrifugal force).
Explain and justify.
Provide a variety of surfaces such as sandpaper, cloth
(slick, wool, etc), plastic, cardboard). Experiment sliding
objects on the surfaces.
Experiment with measuring speed, velocity, acceleration
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How does using machines make life easier?
How do people use simple machines to simplify
tasks and solve problems?
How do I solve a mechanical design problem
using a model?
Can you design and build a machine to solve an
everyday problem?
position – time
wedge
inclined plane
Formulas:
Work = force x distance
Force = mass x
acceleration
4 . 0 7 Determine
how people use
simple machines to
solve problems.
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and momentum using time and distance measurement,
record and analyze data. Show that increased momentum
results in acceleration.
Magic School Bus Plays Ball video (demonstrates playing
ball without friction)
Define and discuss energy, moving air and gravity.
Observe and list tools and machines. Identify the energy
required to move them.
Experiment with paper airplanes, gliders made from
Styrofoam top of egg cartons using money in the “middle
indention” to add weight. Rotocopters are options also.
Explain how the forces of friction, moving air and gravity
are demonstrated in everyday living.
Discuss how machines require energy to overcome forces
like gravity.
Relate how unbalanced and balanced forces are still being
used.
Identify the types of simple machines and their uses:
inclined plane, lever, wedge, screw, pulley, wheel and
axle. Show Encarta’s video segments on simple machines.
Investigate simple machines through interactive lessons
online @ www.edheads.org (simple machines)
Investigate simple machines such as gears and how they
interact to do work, wheel and axle by relating size of
wheel to axle (history of the bicycle, etc)
Choose a problem. Design a model to solve that problem.
(egg-drop holder that prevents the egg from breaking, a
car that travels a certain distance, science car (can
purchase through science catalogs).
Devise a plan to test the model.
Halifax County Schools
Fifth Grade Science Pacing Guide
3rd Six Weeks
Goal
Activities
Goal 2 Landforms
2 . 0 1 Identify and
analyze forces that
cause change in
landforms over
time including:
•
Water and
Ice.
•
Wind.
•
Gravity.
2 . 0 2 Investigate
and discuss the role
of the water cycle
and how
movement of water
over and through
the landscape helps
shape land forms.
1. http://www.dpi.state.nc.us/docs/curriculum/science/units/e
lementary/5goal1.doc
2. ** Integrate Harcourt Reading Series: Unit 5 Journey to
Center of Earth and “Crust Mantle Core” + leveled readers
(nonfiction)
3. Define geographical terms (landforms glossary) Create
word wall / student glossaries with illustrations in journal
4. Create a miniature landforms project with guidelines using
clay, salt dough, paper mache, etc…
5. Layers of earth , discussion, plate tectonics (KWL)
6. Uplifting and mountain building, forces that act on crust –
see Essential Vocabulary
7. Mountain building: clay (2 cm thick slabs), tongue
depressors, (1 or several stacked and taped) partners –
push together, experiment model, show uplifting
8. Volcanoes – watch live cam, do research.
9. Explain the terminology of forces that change landforms
over time: erosion, weathering (chemical and physical),
gravity, landforms, mass movement, deposition.
10. Demonstrate by the use of models how water, ice, wind,
and gravity change the landforms through natural
processes.
11. a) Chemical Weathering vs Physical Weathering
putting chalk/rocks in plastic cup w/ lid and shaking.
Essential Questions
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What forces act on the crust?
How is the movement of rock important in the
formatting of landforms
What are the forces that change landforms?
How do the forces of water, ice, wind, and
gravity cause changes in landforms over time?
How does the flow of water affect land?
How does slope of the land affect the amount of
erosion?
What is erosion?
How does erosion affect land over time?
What is deposition?
How does deposition affect land over time?
How does deposition affect waterways over
time?
How do human activities influence erosion and
deposition?
What can humans do to reduce erosion and
deposition?
How can models, maps, and aerial photographs
be used to represent landforms?
How are topographical maps used?
Vocabulary
Uplifting
physical and chemical
weathering
Crust
erosion
Mantle
deposition
Core
mass wasting / mass
movement
Tension
water gap
Compression
model
Sheer
mouth of stream
Magma
stream table
Lava
landforms / geographic
terms from SS book
Plate tectonics
slope
Cartographer
steep
Grid
2 . 0 3 Discuss and
consider the
wearing away and
movement of rock
and soil in erosion
and its importance
in forming:
•
Canyons.
•
Valleys.
•
Meanders.
•
Tributaries.
2 . 0 4 Describe the
deposition of
eroded material
and its importance
in establishing
landforms
including:
•
Deltas.
•
Flood
12.
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14.
15.
16.
Plains.
17.
2 . 0 5 Discuss how
the flow of water
and the slope of the
land affect erosion.
18.
19.
Observe, describe, record chalk and what is in cup.
Repeat w/ “new chalk” and vinegar in cup w/ lid.
Observe, describe and record.
b) Sand – blow w/ straw to model dunes (put rooted
grass and repeat) Give examples of braces – clean –
sandblast, beach, desert, southwest landforms.
c) Glacier Model
Discuss effects of water cycle’s effect on shaping the
landscape
Discuss the importance of water in forming the Grand
Canyon.
Define terminology (continue word wall including slope,
stream tables, meanders, flood plains, etc)
Use stream tables and/or models to investigate how the
flow of river depends on the slope of the land. (Predict,
illustrate the before and after, describe, discuss and
explain observations.) Look at river formations,
formations of valleys and canyons that result from the
action of flowing water. Explore using different slopes,
different soils, gravel, etc and different water flow.
Erosion in a Paint Pan. Using paint pans or lg. alum pans,
put sand halfway and have it at a slope. (Can then keep it
flat or put blocks under it and compare the two) I put a
layer of sand and then a layer of colored sand and regular
on top. Use oil instead of water as it flows slower and
allows better observations. By using colored sand – can
see how it erodes the land and creates a delta. (stream
tables can also demonstrate this)
Compare models to natural formations of deltas, flood
plains, canyons, meanders, valleys, etc.
Invite/interview person that experienced the “Flood of
Century – Floyd” and those relating to agriculture – flood
plains
Research effect of erosion on Outer Banks, Topsail, Cape
drainage basin
Contour line
sea level
elevation
2 . 0 6 Identify and
use models, maps,
and aerial
photographs as
ways of
representing
landforms.
2 . 0 7 Discuss and
analyze how
humans influence
erosion and
deposition in local
communities,
including school
grounds, as a result
of:
•
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21.
22.
23.
24.
25.
26.
Hatteras, Jockey’s Ridge, landslides in CA, Grand
Canyon.
Examine the effects of clearing land, planting vegetation
and building dams through use of technology / field trip /
school walk, etc.
Observe school grounds for effects of erosion caused by
human influence.
List the pros and cons, compare
Assign a position to take and hold a class debate,
justifying when it is appropriate to clear land, plant
vegetation,
Class discussion on beaches, farming, developers,
deterioration of wetlands, everglades, rainforest, slash and
burn, etc and research as needed.
Miniature landforms project
Hershey Kiss Bird’s Eye View. For each student a
Hershey kiss. Draw the side and aerial view.
Invite community expert to bring in topographical and
other maps to explain how they are used.
Clearing
land.
•
Planting
vegetation.
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Building
dams.
Halifax County Schools
Fifth Grade Science Pacing Guide
4th Six Weeks
Goal
Goal 1
Interdependence
between plants
and animals
-ecosystems
1 . 0 1 Describe and
compare several
common
ecosystems
(communities of
organisms and
their interaction
with the
environment).
1 . 0 2 Identify and
analyze the
functions of
organisms within
the population of
the ecosystem:
• Producers.
• Consumers.
Activities
1. http://www.dpi.state.nc.us/docs/curriculum/science/uni
ts/elementary/5goal1.doc
2. Observe school pond or other “ecosystem” in room
throughout year to note changes and record observations
3. Field Trips prior or as culminating activity to view
interaction of animals, view habitats across the state
including freshwater, butterfly gardens, wet/dry rainforest
For example Sylvan Heights in Scotland Neck
4. Start composting to use with Goal 1.07
5. Introduce the producers, consumers and decomposers
6. Identify different ecosystems and biomes based on their
climate, plants and animals that live there (desert, tundra,
grasslands, rain- forest,) Examine for living (biotic) and
nonliving (abiotic). Compare and contrast
7. Enrich with vocabulary (word wall for unit) or student
created booklet, glossary of terms
8. Having a variety of nonfiction books, videos / clips and
access to internet for research, students work in groups
focusing on 1 biome. Create a poster, research paper w/
illustrations/pictures or PowerPoint presentation. Share
9. Create a shoebox diorama of an ecosystem (or use this
with 1.02)
10. Use tree map with biomes to list biome, characteristics,
animals, plants, climate, etc.
11. Continue to observe pond, class ecosystem and tie in each
objective.
Essential Questions
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What is an ecosystem?
What is a community?
How do organisms interact within the
environment?
How do I compare various ecosystems?
What is a population?
What is the function of producers,
consumers, and decomposers in an
ecosystem?
How does the food chain model the
functions of producers, consumers and
decomposers within an ecosystem?
What is a food web?
How is energy transferred through a food
web?
What is needed to support an organism in
an environment?
How can ecosystems support a variety of
organisms?
What factors are needed to sustain an
ecosystem?
How do light, temperature and soil
composition affect and ecosystem’s
capacity to support life?
Vocabulary
Ecosystem
herbivore
biome
omnivore
temperate
carnivore
abiotic
producer
biotic
consumer
deciduous
decomposer
evergreen
food chain
savanna
food web
marsh
tropical rainforest
wet/dry rainforest
• Decomposers.
1 . 0 3 Explain why
an ecosystem can
support a variety of
organisms.
1 . 0 4 Discuss and
determine the role
of light,
temperature, and
soil composition in
an ecosystem's
capacity to support
life.
1 . 0 5 Determine
the interaction of
organisms within
an ecosystem.
1 . 0 6 Explain and
evaluate some
ways that humans
affect ecosystems.
• Habitat
reduction due to
development.
• Pollutants.
12. Recognize producers, consumers, and decomposers within
their ecosystem. Discuss the role (niche) of the organism.
13. Use illustrations, magazines, etc to create food chains
labeling as producer, consumer, and decomposer.
14. Calstatela websites has food chains and food webs to use
as a check or example. (Zoobooks website has many
activities also)
15. If compost is going, observe role of decomposer.
16. Demonstrate an understanding of how the interaction of
food chains within an ecosystem forms a food web.
17. Select an ecosystem and construct a food web through the
use of books, website, pictures, etc. Students draw arrows
to show transfer of energy to show the interdependence of
organisms within that food web. Option: label as producer,
herbivore, etc.
18. Analyze adaptive characteristics that result in the unique
niche of organisms in their ecosystem.
19. Discuss native and non-native species’ effect on
ecosystems
(leveled reader: Kudzo, community expert can assist)
20. Observe and compare selected ecosystems in terms of
light, temperature and soil. (ecosystems in classroom,
pond area, butterfly garden at school, playground area,
shady area, sunny area) Discuss how these factors
influence an ecosystem’s capacity to support life.
21. Conduct experiments with light, temperature and soil to
represent different ecosystems. Collect and record data.
Note movement of plants toward light. Design the
ecosystems with changes in the factors (controls and
variables) and evaluate the possible results on the
ecosystem’s capacity to support life.
22. Add to vocabulary or booklet: interdependence and
dependence
23. Differentiate between the roles of specific organisms in a
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How do organisms depend on one another?
How do humans affect populations within
ecosystems?
How can humans reduce the negative
impact on ecosystems?
What are the cycles in nature?
How does nature recycle materials?
• Increased
nutrients.
1 . 0 7 Determine
how materials are
recycled in nature.
habitat or ecosystem.
24. Research feeding habits of various organisms and
illustrate / explain how the organisms interact within that
ecosystem.
25. Demonstrate understanding of how organisms compete for
resources.
26. Discuss ecological changes that are occurring in our
communities, state and world
27. Analyze the effects of land development, pollution and
increased nutrients on ecosystems. Create a cause and
effect graphic organizer.
28. Research endangered animals, loss of habitat and pollution
and how it affects the environments. Look for pros and
cons and weigh the advantages and disadvantages.
29. Choose a position regarding one of the topics
(development, pollutants, and artificial nutrients). Defend
and support your position on the effect of your topic on
the environment. (Individually, “letter to editor”, class
debate, presentation to other classes….)
30. Observe effect of fertilizer runoff on an aquatic
ecosystem. Report finding in journal or to class.
31. Review how water in recycled through the water cycle.
Give examples of other recycling in nature.
32. Discuss text and use illustrations to determine how
materials are recycled in the carbon cycle and the nitrogen
cycle. Conclude that organisms are composed of same
materials.
33. Use a flow map or chart to show how carbon dioxide and
oxygen are recycled through the environment and / or how
nitrogen is recycled.
34. Then write a paragraph explaining the process.
35. Compost habitat: Observe decomposition. Enrich:
evaluate the effect of compost versus chemical fertilizer
on plant growth evaluate the effect of compost versus
chemical fertilizer on plant growth
Halifax County Schools
Fifth Grade Science Pacing Guide
5th and 6th Six Weeks
Goal
Activities
Review All
goals
Teachers
Choice of
Projects
1.
2.
3.
4.
EOG Prep
Sample Test Questions
Review vocabulary journals
Review goals and objectives as needed
based on MAP testing
Essential Questions
Vocabulary
What steps do scientists take to solve problems?
Scientific method
Question
Research
Hypothesis
Experiment
Data
Conclusion
Communicate
Results
What are the steps in the scientific method?