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Youngstown City Schools Grade 5 Science Curriculum Map September/October See Model Curriculum -www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=104146 Content Statements Physical Science (PS) Instructional Practices Matter and Motion SEE MODEL CURRICULUM The amount of change in movement of an object is based on the mass of the object and the amount of force exerted. Movement can be measured by speed. The speed of an object is calculated by determining the distance (d) traveled in a period of time (t). Earth pulls down on all objects with a gravitational force. Weight is a measure of the gravitational force between an object and the Earth. Any change in speed or direction of an object requires a force and is affected by the mass* of the object and the amount of force applied. Note 1: Gravity and magnetism are introduced Light, Sound and Motion Light and sound are forms of energy that behave in predicable ways. Sound is produced by vibrating objects and requires a medium through which to travel. The rate of vibration is related to the pitch of the sound. YCSD 5th Grade Science Curriculum Map – updated: 9/1/2014 In all investigations, it is understood that the teacher is the facilitator and the student is the investigator doing the investigations. It is advisable to limit the whole-class demonstrations where the teacher is the doer and the student is the observer. The roles are to be reversed; teacher as observer, student as doer. Conduct investigations to study the relationship between mass and gravity Conduct investigations to study the relationship between force and motion Conduct investigations centered around speed as a concept not a mathematical equation Investigate the relationship between length and pitch. Investigate how different mediums impact the behavior of sound. Trade books/Read alouds Writing Activities (informational, persuasive, narratives, poetry, responses, research) Page 1 Youngstown City Schools Grade 5 Science Curriculum Map November/December See Model Curriculum -www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=104146 Content Statements Instructional Practice Physical Science (PS) Life Science (LS) Light, Sound, and Motion Light and sound are forms of energy that behave in predictable ways. Light travels and maintains its direction until it interacts with an object or moves from one medium to another and then it can be reflected, refracted or absorbed. All of the processes that take place within organisms require energy. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred and transformed by producers into energy that organisms use through the process of photosynthesis. That energy then passes from organism to organism as illustrated in food webs. SEE MODEL CURRICULUM In all investigations, it is understood that the teacher is the facilitator and the student is the investigator doing the investigations. It is advisable to limit the whole-class demonstrations where the teacher is the doer and the student is the observer. The roles are to be reversed; teacher as observer, student as doer. Investigations on how light travels; reflection, refraction, absorption Explore the properties of light (i.e. travels in a straight line, etc.) Trace the energy flow that occurs in organisms within different environments Use food webs to illustrate the flow of energy Trade books/Read alouds Writing Activities, (informational, persuasive, narratives, poetry, responses, research, etc.) In most ecosystems, energy derived from the sun is transferred and transformed into energy that organisms use by the process of photosynthesis in plants and other photosynthetic organisms. YCSD 5th Grade Science Curriculum Map – updated: 9/1/2014 Page 2 Youngstown City Schools Grade 5 Science Curriculum Map January/February See Model Curriculum -www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=104146 Content Statements Instructional Practices Earth and Space Science (ESS) Life Sciences (LS) Matter and Motion Most of the cycles and patterns of motion between the Earth and sun are predictable. Earth’s revolution around the sun takes approximately 365 days. Earth completes one rotation on its axis in a 24-hour period, producing day and night. This rotation makes the sun, stars and moon appear to change position in the sky. Earth’s axis is tilted at an angle of 23.5°. This tilt, along with Earth’s revolution around the sun, affects the amount of direct sunlight that the Earth receives in a single day and throughout the year. The average daily temperature is related to the amount of direct sunlight received. Changes in average temperature throughout the year are identified as seasons. Interactions within Ecosystems Organisms perform a variety of roles in an ecosystem Populations of organisms can be categorized by how they acquire energy. Food webs can be used to identify the relationships among producers, consumers and decomposers in an ecosystem *Content up to this point can be on the Performance Based Assessment (PBA)* In all investigations, it is understood that the teacher is the facilitator and the student is the investigator doing the investigations. It is advisable to limit the whole-class demonstrations where the teacher is the doer and the student is the observer. The roles are to be reversed; teacher as observer, student as doer. Conduct investigations to study the impact the tilt of the Earth has on the seasons (this can be done 3 or 4 times throughout the school year) Study the connections between the tilt of the Earth, the seasons, and the average daily temperature in regions of the world. Use 3D models and a light source to demonstrate. http://www.woodlands-junior.kent.sch.uk/time/moon/times.html http://www.kidsastronomy.com/astroskymap/constellations.htm http://solar.physics.montana.edu/YPOP/Classroom/Lessons/Sundials/winter.html Eclipse and Moon Phase Simulation http://www.forgefx.com/casestudies/prenticehall/ph/eclipse/eclipses.html Collect data on the motion and position of sun, moon, stars in the sky over a period of time in order to investigate the predictable patterns and cycles Design and build a variety of self-sustaining ecosystems Trade books/Read alouds Writing Activities, (informational, persuasive, narratives, poetry, responses, research, etc.) YCSD 5th Grade Science Curriculum Map – updated: 9/1/2014 Page 3 Youngstown City Schools Grade 5 Science Curriculum Map March/April See Model Curriculum -www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=104146 Content Statements Instructional Practices Earth and Space Sciences (ESS) Cycles and Patterns in our Solar System The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics The distance from the sun, size, composition and movement of each planet are unique. Planets revolve around the sun in elliptical orbits. Some of the planets have moons and/or debris that orbit them. Comets, asteroids and meteoroids orbit the sun. The sun is one of many stars that exist in the universe. The sun appears to be the largest star in the sky because it is the closest star to Earth. Some stars are larger than the sun and some stars are smaller than the sun. *Content to this point will be on the End of Year Assessment (EOY)* In all investigations, it is understood that the teacher is the facilitator and the student is the investigator doing the investigations. It is advisable to limit the whole-class demonstrations where the teacher is the doer and the student is the observer. The roles are to be reversed; teacher as observer, student as doer. In small groups conduct and present research on the planets and celestial bodies that orbit the sun. Making sure to include the major characteristics of each planet and celestial body to determine the viability of human habitation. The use of models to represent the vast differences in size between the sun, the planets, and the celestial bodies. http://www.woodlands-junior.kent.sch.uk/time/moon/times.html http://www.kidsastronomy.com/astroskymap/constellations.htm http://solar.physics.montana.edu/YPOP/Classroom/Lessons/Sundials/winter.html Eclipse and Moon Phase Simulation http://www.forgefx.com/casestudies/prenticehall/ph/eclipse/eclipses.html Trade books/Read alouds Writing Activities, (informational, persuasive, narratives, poetry, responses, research, etc.) YCSD 5th Grade Science Curriculum Map – updated: 9/1/2014 Page 4 Youngstown City Schools Grade 5 Science Curriculum Map May/ June See Model Curriculum -www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=104146 Content Statements All content (LS) (PS) (ESS) The sun is one of many stars that exist in the universe. The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics Instructional Practices In all investigations, it is understood that the teacher is the facilitator and the student is the investigator doing the investigations. It is advisable to limit the whole-class demonstrations where the teacher is the doer and the student is the observer. The roles are to be reversed; teacher as observer, student as doer. Organisms perform a variety of roles in an ecosystem Most of the cycles and patterns of motion between the Earth and sun are predictable. All of the processes that take place within organisms require energy. Light and sound are forms of energy that behave in predictable ways. Light and sound are forms of energy that behave in predicable ways. The amount of change in movement of an object is based on the mass of the object and the amount of force exerted. YCSD 5th Grade Science Curriculum Map – updated: 9/1/2014 At this point, teachers can review any material students struggled with or need further instruction. Students can create their own investigations on any of the topics that were of interest and present to the class. Students can review each other’s work. Trade books/Read alouds Writing Activities, (informational, persuasive, narratives, poetry, responses, research, etc.) Page 5