Download Topic 5: Planets and Beyond

Jefferson County Science Scope and Sequence
Course:
5th Grade
Course Code: 5020060
Quarter 2C
Topic(s) of Study: Planets and Beyond
Bodies of Knowledge: Nature of Science and Earth Science
Big Idea(s): 1: The Practice of Science, 2: The Characteristics of Scientific Knowledge, 5: Earth in Space and
Time
Essential Questions: How are the stars, the planets, the moons, asteroids and comets interrelated? How
can Earth’s place in the Solar System be described? How are scientific inquiry and knowledge useful in
solving problems?
NGSSS
SC.5.E.5.1 Recognize that a
galaxy consists of gas, dust, and
many stars, including any objects
orbiting the stars. Identify our
home galaxy as the Milky Way.
Cognitive Complexity: Low
SC.5.E.5.2 Recognize the major
common characteristics of all
planets and compare/contrast
the properties of inner and outer
planets. Cognitive Complexity:
Moderate
SC.5.E.5.3 Distinguish among
the following objects of the solar
system -- sun, planets, moons,
asteroids, comets -- and identify
Earth's position in it. Cognitive
Complexity: High
SC.5.N.1.1 Define a problem,
use appropriate reference
materials to support scientific
understanding, plan and carry
out scientific investigations of
various types such as: systematic
observations, experiments
requiring the identification of
variables, collecting and
organizing data, interpreting
OUTLINE OF CONTENT
(CONCEPT/SKILLS)
OBJECTIVES
I Galaxies consist of

A. Gases made up of
gas and cosmic dust
B. Stars

C. Bodies that orbit the
stars
1. Planets

2. Asteroids
3. Comets
4. Moons

II The galaxy in which we
live is called the Milky Way
III Characteristics of all
planets
A. Revolve around a
star – our star in the
Sun.
B. May have moons
that revolve around
the planets
C. Rotate on an axis
IV Characteristics of inner
planets
A. They are relatively
small
B. Composed of mostly
rock
C. Have few to no
Recognize that a galaxy consists of gas,
dust, and many bright stars by viewing
videos, images, and pictures. (I)
Identifies that our home galaxy is the
Milky Way by viewing videos, images,
or pictures. (II)
Identifies and describes the common
characteristics of all planets by viewing
videos, images, and pictures and
creating a graphic organizer(s). (III)
Compare and contrast the
characteristics of the inner and outer
planets using a graphic organizer(s).
(IV, V)
 Describes and illustrates objects from
our solar system, including the sun,
planets, moons, asteroids and comets
by creating foldables/flipbooks. (I, VI)
 Describe Earth’s rotation and
revolution and the effects experienced
on Earth by creating
foldables/flipbooks. (III, VI)
___________________________________
Objectives below are from Quarter 1A
and should be embedded in this topic of
study.
 Develop questions to investigate the
natural world around us.
 Use and cite empirical evidence to
support explanations.
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Jefferson County Science Scope and Sequence
data in charts, tables, and
graphics, analyze information,
make predictions, and defend
conclusions. Cognitive
Complexity: High
moons
V Characteristics of outer
planets
A. Large in comparison
to inner planets
B. Composed primarily
of gases
C. Many have rings
made of gases
SC.5.N.1.2 Explain the
difference between an
experiment and other types of
scientific investigation. Cognitive
Complexity: Moderate
VI Some of the primary
objects in our solar system
SC.5.N.1.3 Recognize and
include:
explain the need for repeated
A. Our Sun – the
experimental trials. Cognitive
medium sized star
Complexity: Moderate
around which all
SC.5.N.1.4 Identify a control
other objects in our
group and explain its importance
Solar system
in an experiment. Cognitive
revolve.
Complexity: Moderate
B. Planets – Celestial
bodies that revolve
SC.5.N.1.6 Recognize and
around a star and
explain the difference between
rotate on an axis
personal opinion/interpretation
C. Moons – celestial
and verified observation.
bodies that revolve
Cognitive Complexity: Moderate
around planets.
D. Asteroids - rocky or
SC.5.N.2.1 Recognize and
metallic objects,
explain that science is grounded
most of which orbit
in empirical observations that
the Sun in the
are testable; explanation must
Asteroid belt
always be linked with evidence.
between Mars and
Cognitive Complexity: Moderate
Jupiter
E. Comets – small, icy
SC.5.N.2.2 Recognize and
celestial bodies that
explain that when scientific
orbit around the Sun
investigations are carried out,
and are made up of
the evidence produced by those
a nucleus (solid,
investigations should be
frozen ice, gas and
replicable by others. Cognitive
dust), a gaseous
Complexity: Moderate
coma and a tail.
F. Earth’s rotation and
MACC.5.G.1.1: Use a pair of
revolution







Identify the independent variable
(tested), dependent variable
(measured), and controls within an
investigation.
Propose explanations to questions
based on data collected, using graphs,
tables and charts.
Defend conclusions within an
investigation using data analysis.
Describe how different approaches to
science investigations can be a step by
step process and/or observations.
Design an investigation others can
follow.
Explain why communication between
scientists is important.
Record observations in a science
notebook.
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Jefferson County Science Scope and Sequence
perpendicular number lines,
called axes, to define a
coordinate system, with the
intersection of the lines (the
origin) arranged to coincide with
the 0 on each line and a given
point in the plane located by
using an ordered pair of
numbers, called its coordinates.
Understand that the first
number indicates how far to
travel from the origin in the
direction of one axis, and the
second number indicates how far
to travel in the direction of the
second axis, with the convention
that the names of the two axes
and the coordinates correspond
(e.g., x-axis and x-coordinate, yaxis and y-coordinate).
MACC.5.MD.2.2: Make a line plot
to display a data set of
measurements in fractions of a
unit (1/2, 1/4, 1/8). Use
operations on fractions for this
grade to solve problems
involving information presented
in line plots. For example, given
different measurements of liquid
in identical beakers, find the
amount of liquid each beaker
would contain if the total
amount in all the beakers were
redistributed equally.
LACC.5.RI.1.3: Explain the
relationships or interactions
between two or more
individuals, events, ideas, or
concepts in a historical,
scientific, or technical text based
on specific information in the
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Jefferson County Science Scope and Sequence
text.
LACC.5.RI.2.4: Determine the
meaning of general academic
and domain-specific words and
phrases in a text relevant to a
grade 5 topic or subject area.
LACC.5.RI.4.10: By the end of the
year, read and comprehend
informational texts, including
history/social studies, science,
and technical texts, at the high
end of the grades 4–5 text
complexity band independently
and proficiently.
LACC.5.SL.1.1: Engage effectively
in a range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grade 5
topics and texts, building on
others’ ideas and expressing
their own clearly.
a.
Come to discussions
prepared, having read or studied
required material; explicitly draw
on that preparation and other
information known about the
topic to explore ideas under
discussion.
b.
Follow agreed-upon rules
for discussions and carry out
assigned roles.
c.
Pose and respond to
specific questions by making
comments that contribute to the
discussion and elaborate on the
remarks of others.
d.
Review the key ideas
expressed and draw conclusions
in light of information and
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Jefferson County Science Scope and Sequence
knowledge gained from the
discussions.
LACC.5.W.3.8: Recall relevant
information from experiences or
gather relevant information from
print and digital sources;
summarize or paraphrase
information in notes and finished
work, and provide a list of
sources.
LACC.5.W.3.9: Draw evidence
from literary or informational
texts to support analysis,
reflection, and research.
a.
Apply grade 5 Reading
standards to literature (e.g.,
“Compare and contrast two or
more characters, settings, or
events in a story or a drama,
drawing on specific details in the
text [e.g., how characters
interact]”).
b.
Apply grade 5 Reading
standards to informational texts
(e.g., “Explain how an author
uses reasons and evidence to
support particular points in a
text, identifying which reasons
and evidence support which
point[s]”).
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