Download Grade 5 Science

Grade 5 Science
The Natural World Part 2
Page 1 of 17
Grade 5 Science
Scope and Sequence
Grade 5 Science
Possible Scope and Sequence
2nd Semester
1st Semester





Exploring Matter and Energy Part 1
Physical states of matter
Properties of mixtures
Properties of solutions
Process of dissolving
Boiling and melting points of matter





Exploring Matter and Energy Part 2
Physical properties of matter
Electrical energy
Light energy
Comparing forms of energy
Interactions of matter and energy in cycles




The Natural World Part 1
Forces that shape the Earth
Fossil fuels and minerals
Natural resources
Processes of the water cycle system





The Natural World Part 2
The solar system
Observing the solar system
Interactions in the solar system
Comparing the Earth and moon
Daily, weekly, lunar, and seasonal cycles




Living Systems Part 1
Ecosystems, habitats, and niches
Adaptations for survival
Inherited traits
Learned characteristics
Living Systems Part 2
 Water, Carbon, and Nitrogen Cycles
 Life Cycles
 Growth
Page 2 of 17
Grade 5 Science
Scope and Sequence
Scientific Processes
Knowledge and Skills
5.1 The student conducts classroom and field investigations
following home and school safety procedures. The
student is expected to:
5.2 The student uses scientific methods during field and
laboratory investigations. The student is expected to:
5.3 The student uses critical thinking and scientific problem
solving to make informed decisions. The student is
expected to:
Student Expectations
A. demonstrate safe practices during classroom and field
investigations; and
B. make wise choices in the use and conservation of resources
and the disposal or recycling of materials.
A. plan and implement descriptive and simple experimental
investigations including asking well-defined questions,
formulating testable hypotheses, and selecting and using
equipment and technology;
B. collect information by observing and measuring;
C. analyze and interpret information to construct reasonable
explanations from direct and indirect evidence;
D. communicate valid conclusions; and
E. construct simple graphs, tables, maps, and charts using tools
including computers to organize, examine, and evaluate
information.
A. analyze, review, and critique scientific explanations,
including hypotheses and theories, as to their strengths and
weaknesses using scientific evidence and information;
B. draw inferences based on information related to promotional
materials for products and services;
C. represent the natural world using models and identify their
limitations;
D. evaluate the impact of research on scientific thought,
society, and the environment; and
E. connect Grade 5 science concepts with the history of science
and contributions of scientists.
Page 3 of 17
Grade 5 Science
Scope and Sequence
Scientific Processes
5.4 The student knows how to use a variety of tools and methods
to conduct science inquiry. The student is expected to:
A. collect and analyze information using tools including
calculators, microscopes, cameras, sound recorders,
computers, hand lenses, rulers, thermometers, compasses,
balances, hot plates, meter sticks, timing devices, magnets,
collecting nets, and safety goggles; and
B. demonstrate that repeated investigations may increase the
reliability of results.
The National Science Education Standards encourage teachers to place less emphasis on “separating science knowledge from
science process” and instead promote the teaching of “process skills in context”. Therefore, all of the scientific processes from
the Texas Essential Knowledge and Skills are embedded throughout the year and are indicated by the following icon: 
Page 4 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
TAKS Obj.
5.5A
Describe some cycles,
structures, and
processes that are
found in a simple
system
5.8B
Identify and
demonstrate everyday
examples of how light
is reflected, such as
from tinted windows,
and refracted, such as
in cameras, telescopes,
and eyeglasses
TAKS
Obj.
1,4
1,4
Concepts/Processes/Skills
The solar system
 The solar system consists of nine planets
revolving around the Sun
 The Earth and moon system move together
in the Earth’s orbit around the Sun
 Safety, Inquiry, Critical Thinking,
Use of Tools
Observing the solar system
 Reflecting telescopes use mirrors to reflect
light
 Refracting telescopes use lenses to refract
light
 Safety, Inquiry, Critical Thinking,
Use of Tools
Region IV
Assessment
Resources
www.scienceb
enchmarks.org
TIB: p.20, 3
R4TPE:
Understanding
of the Earth
Sciences
p. 196-200
www.scienceb
enchmarks.org
BT1: Evaluate
p.14-16
Region IV
Instructional
Resources
R4TPE:
Understandin
g of the Earth
Sciences
p. 179 – 188
TSG: p. 279281
BT1:
Elaborate
Reflecting
and
Refracting
telescopes, p.
13
KISD Suggested
Resources
Previous KISD
Activities Related to
5.5A, 5.11A,
5.12A,3.6A, 3.6B
TEA Science TEKS
Toolkit: Snapshots and
TEKS-Based Activities:
http://www.utdanacenter.
org/sciencetoolkit/instruc
tion/snapshots/5.php
No Previous KISD
Activity related.
TEA Science TEKS
Toolkit: Snapshots and
TEKS-Based Activities:
http://www.utdanacenter.
org/sciencetoolkit/instruc
tion/snapshots/5.php
Page 5 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
5.5B
Describe some
interactions that occur
in a simple system

1,4



Interactions in the solar system
The Sun’s gravitational pull keeps the
planets in orbit
The gravitational pull between the Earth
and the moon keep them together as a
system as they orbit around the Sun
The daily rise and fall of the Earth’s
oceans, called tides, are mainly caused by
the Moon’s gravitational pull
Safety, Inquiry, Critical Thinking,
Use of Tools
www.scienceb
enchmarks.org
R4TPE:
Understandin
g of the Earth
Sciences
p. 179-188
TSG: p. 279281
Previous KISD
Activities Related to
TEKS 3.6A, 5.5B, 5.8A,
5.8B, 5.8C, 5.8D
TEA Science TEKS
Toolkit: Snapshots and
TEKS-Based Activities:
http://www.utdanacenter.
org/sciencetoolkit/instruc
tion/snapshots/5.php
Page 6 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
5.12D
Identify gravity as the
force that keeps planets
in orbit around the Sun
and the moon in orbit
around the Earth

1,4






Interactions in the solar system
A force is a push or a pull that can cause
and object to move, stop, or change
direction
Forces of gravity pull objects toward each
other according to mass and distance they
are apart
Objects with more mass have more
gravitational pull than objects with less
mass and will move less when interacting
with an object with less mass
Objects that are closer together have more
gravitational pull toward each other
The moon stays in orbit around the Earth
because it is close to and has less mass than
the Earth
The enormous mass of the Sun causes
planets in the solar system to revolve
around it
Safety, Inquiry, Critical Thinking,
Use of Tools
www.scienceb
enchmarks.org
R4TPE:
Understanding
of the Earth
Sciences,
p. 196-200
R4TPE:
Understandin
g of the Earth
Sciences
p. 179-188
TSG: p. 279281
Previous KISD
Activities Related to
TEKS 5.3C, 5.6A,
5.12C, 5.12D
TEA Science TEKS
Toolkit: Snapshots and
TEKS-Based Activities:
http://www.utdanacenter.
org/sciencetoolkit/instruc
tion/snapshots/5.php
Page 7 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
5.12C
Identify the physical
characteristics of the
Earth and compare
them to the physical
characteristics of the
moon
Comparing the Earth and moon
1,4
www.scienceb
enchmarks.org
 Earth and moon are rocky and are made up







of the same materials, such as iron,
aluminum, calcium, and silicon
Earth’s atmosphere of gases can generate
winds from uneven heating, while the
moon has no atmosphere or winds
Earth has water needed for living things,
but the moon has no liquid water and no
visible forms of life
The Earth and moon have craters, but the
moon’s craters are not weathered away by
wind or water
Earth and the moon revolve as a system
around the Sun which is kept in orbit by the
pull of the Sun’s gravity
Both the Earth and moon rotate on their
axis as they revolve
Earth rotates daily, while the moon
revolves around the Earth and rotates on its
axis in 27.3 days
Safety, Inquiry, Critical Thinking,
Use of Tools
R4TPE:
Understanding
of the Earth
Sciences
p. 196-200
R4TPE:
Understandin
g of the Earth
Sciences
p. 189 - 195
TSG: p. 279281
Previous KISD
Activities Related to
TEKS 5.3C, 5.6A,
5.12C, 5.12D
TEA Science TEKS
Toolkit: Snapshots and
TEKS-Based Activities:
http://www.utdanacenter.
org/sciencetoolkit/instruc
tion/snapshots/5.php
Page 8 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
5.6A
Identify events and
describe changes that
occur on a regular basis
such as in daily,
weekly, lunar, and
seasonal cycles

1,4





Daily, lunar and seasonal cycles
Daily cycles are caused by the Earth
rotating on its axis every 24 hours as it
revolves around the Sun, with daylight on
the side of the Earth facing the Sun and
night on the side of the Earth facing away
from the Sun
Tide cycles result from the gravitational
pull of the Sun and Moon on the waters of
the Earth
Lunar cycles occur as the moon revolves
around the Earth and rotates on its axis in
27.3 days
The moon reflects light from the Sun, and
seems to change shapes over the 27.3 days
because different areas are illuminated as
the moon revolves and rotates around the
Earth
Seasonal cycles on Earth are caused by the
changing position of the Earth as it orbits
the Sun and the tilt of its axis
Safety, Inquiry, Critical Thinking,
Use of Tools
www.scienceb
enchmarks.org
R4TPE:
Understanding
of the Earth
Sciences
p. 196-200
R4TPE:
Understandin
g of the Earth
Sciences
p. 189 - 193
TSG: p. 279281
Previous KISD
Activities Related to
TEKS 5.3C, 5.6A,
5.12C, 5.12D
TEA Science TEKS
Toolkit: Snapshots and
TEKS-Based Activities:
http://www.utdanacenter.
org/sciencetoolkit/instruc
tion/snapshots/5.php
Page 9 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
Previous KISD Activities Related to 5.5A, 5.11A, 5.12A,3.6A, 3.6B
RESOURCES:
Harcourt Science Texas Teacher’s Edition Unit C- Ch.1, C3-C31
See hyperlinks for background information as well as student researching.
For background information see: (http://www.enchantedlearning.com/geography/landforms/glossary.shtml)
LITERATURE CONNECTION:
Literature--Harcourt Science Texas Teacher’s Edition page C2d
(http://www.carolhurst.com/newsletters/33bnewsletters.html)
Suggested Activities, but not limited to:
Landforms:
To review concepts about landforms and to gain background knowledge, students will participate in the The Earth’s Features activity
(page 7-24) taken from the AIMS: Primarily Earth book (K-3). Additional pages from theAIMS: Primarily Earth book contain
background information. These pages are x, xi, and pages 1-6. On pages 22-24 of the AIMS: Primarily Earth book there are
directions for students to create a layered book of the Earth’s features.
Forces changing the land
Background Information:
After students have an understanding of the landforms found on earth, students are ready to discuss how these landforms are created
and how erosion changes them. Provide the following background information: weathering, erosion, and deposition are three of the
processes that change the Earth’s landscape. Weathering is a term that includes all the changes in rock materials that result from their
exposure to the atmosphere. It transforms solid bedrock into small fragments that can be removed by agents of erosion. Erosion is the
wearing down of Earth’s surface by natual forces. The agents or tools for the changing of Earth’s crust can be wind, water, and ice.
Whatever the method, Earth is constantly being altered. The process of erosion is often very slow and difficult to observe. Water is
by far the most powerful agent of erosion. Wind erosion occurs mostly along the ground surface. Wind carries off soil and small
rocks. The gravity and the weight of the ice slowly moves downhill forming a glacier. Glaciers carry embedded rocks and soil a great
Page 10 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
distance before dropping them. Deposition is the laying down of eroded materials. It is evident in the bends of rivers and the deltas
that form as major rivers drain into the oceans. Information can also be found in the Harcourt Brace Science book page C6-C11.
Suggested cooperative group activity for students to research is to use Kagan’s Expert grouping (Kagan’s Cooperative Learning book
chapter 19, section 10). Assign each group a type of force that changes the earth (weathering, wind erosion, ice erosion, water
erosion, and deposition). As a group they are to research and collect information on their force. Encourage students to find examples
or provide examples of their force or the result of their force. Students should have access to view the hyperlinks provided for
gaining additional information. Once research groups are ready, new groups should be formed containing one member from each
force. They are the “Experts” and will provide information to the rest of the group regarding their topic. As this information is
provided via teacher, expert grouping or book, encourage students to create a shutter fold flip book to record Erosion information on:
weathering, wind erosion, ice erosion, water erosion, and deposition.
Suggested Center/Lab reinforcement Activities:
The following links are games/activities revolving around our changing earth. These activities could be printed and placed in file
folders for center activities.
Word Search Activity:
(http://www.quia.com/custom/512sear.html)
National Geo Go Bee Chan.
(http://www.nationalgeographic.com/features/97/geobee/)
Earths land features games:
(http://www.quia.com/jg/29.html)
Erosion Game Concention Game
(http://www.quia.com/cc/512.html)
Erosion Match Game
(http://www.quia.com/mc/512.html)
To reinforce and internalize the forces causing our Earth to change, students should participate in the Agent Erosion activity found on
pages 51-55 of the AIMS: Primarily Earth book. An additional activity enforcing this concept can be found in the Harcourt Brace
book page C4-C5.
Use the additional hands-on activity for enrichment:
SHAVING CREAM LANDFORMS
Page 11 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
Time: 1-2 days, 20-30 minutes
Topic
Landforms
Geographic Concepts
*
Mountains
*
Plateaus
*
Hills
*
Plains
Overview
Students participate in hands-on activities and discussion to learn four landforms and practice map-making skills.
Materials
*
Pictures of landforms
*
Shaving Cream
*
Paper plates
*
Paper towels
*
Plastic knives
*
Assessment sheet
*
Play dough
*
Drawing paper
*
Crayons, markers or colored pencils
Procedure
1.Introduce definitions, show pictures of landforms.
2.Students model landforms using their hands.
3.Students construct shaving cream landforms. Use the checklist as an assessment now or after the students draw their map (see
below).
4.Students work as a team using play dough to create an island including at least one example of each landform.
5.Students draw a map of their island including a title, compass rose, key, and date.
Landform Definitions
Mountain: high pointed land
Plateau: high flat land
Page 12 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
Hill: rolling land
Plain: low flat land
Extensions
Collage of landforms. Use magazine pictures. Draw picture using at least two different landforms. Write a story or poem to go with
the picture.
Evaluation
Check the students' maps to see whether they include a title, compass rose, key, and date. Compare the maps with the play dough
islands.
Mountains & Volcanoes & Earthquakes- Harcourt, C12-C19
Platetectonics/Earthquakes/Volacanoes:
Background information:
The crust and upper part of the mantle are called the lithosphere or rock sphere. Below it lies the asthenosphere, a soft, semisolid
layer of rock which flows plastically due to high temperatures and tremendous pressures. Plate tectonics means that the Earth’s crust
is split into seven to twelve major plates and several smaller ones. These strong rigid plates float on the asthenosphere. The plates
move by spreading apart, sliding, or colliding. Earthquakes and volcanic eruptions take place along the edges of these plates. Also
refer to Harcourt Brace book pages C14-C19.
Earth’s Crust
Students will learn how natural forces shape the rock layers of the earth’s crust by participating in “Peanut Butter and Jelly Geology”
found in AIMS: Overhead and Underfoot pg. 78-82. Harcourt Brace pg C12-C13 can be used as an alternative lesson. Refer to the
following site for additional information on rock cycles: (http://www.brainpop.com/science/earth/typesofrocks/index.weml)
Platetectonics
To begin this unit students should complete the “Drifting Apart” activity found in AIMS: Finding Your Bearings pg 17-24. Students
will use a jigsaw puzzle format to determine how the continents may have at one time fit together.
After the activity above is completed, provide the students with a map of the world to color in the Earth’s major plates: the Eurasian
plate, Australian-Indian plate, Philippine plate, Pacific plate, Juan de Fuca plate, Nazca plate, Cocos plate, North American plates,
Caribbean plate, South American plate, African plate, Arabian plate, and the Antarctic plate. These plates consist of smaller subPage 13 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
plates. Illustrations of these plates can be found at the following internet address:
(http://www.EnchantedLearning.com/subjects/astronomy/planets/earth/Continents.shtml ) and
(http://www.brainpop.com/science/earth/platetectonics/index.weml) Note: This is an excellent student resource to see actual plate
movement (divergent, convergent & lateral), the Earth’s crust, the continental drift, plate tectonics, the Earth’s crust.
Students can also create illustrations to show divergent, convergent and lateral plate movement.
Mountains form as Earth’s crust folds, cracks, and bends due to the movement of the Earth’s plates. The shift of these plates create
mountains, earthquakes, and volcanoes. To introduce mountain formation, volcanoes, and earthquakes, have students create and
complete a cause and effect chart as illustrated on page C16 of the Harcourt Brace textbook.
An earthquake is the trembling or shaking that results from the sudden release of energy in the rocks of the Earth’s crust. To reinforce
this concept, have students complete the “Quaking Earth” activity on pages 80-86 of AIMS: Primarily Earth. Students will conduct an
investigation that will give them an idea of what happens to the surface of Earth and the buildings on Earth when it quakes.
Earthquakes are the result of pressure. Faults (breaks or cracks) in rock layers and slippage of rocks may start earthquakes.
Complete Earthquakes - Whose Fault? activity. Each group needs four different colors of modeling clay and a knife or cheese cutter.
The show what a fault is, have students layer four different colors of modeling clay. Then have them carefully cut the layers at an
angle. Next, have the students move one part of the clay about 2 levels lower than the other, creating a model of a fault. Explain that
high earthquake activity occurs where faults exist. Some students may have experienced earthquakes. If so, have them describe what
happened.
2. Have students research the Richter scale, which measure the amount of energy released in an earthquake, or the Mercalli scale,
which describes the amount of damage done by an earth quake. Call on volunteers to report their findings to the class.
Return to The solar system
Page 14 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
Previous KISD Activities Related to TEKS 5.3C, 5.6A, 5.12C, 5.12D
Harcourt Brace Science book Unit D; chapter 1, pages D1-D25
Harcourt Brace Science book Unit D: chapter 2, pages D28-D35
Center Idea:
AIMS's: Out of This World, "Planet Trivia". This activity provides a great reinforcement of the planets and their characteristics. This
can be set up as a center to be used throughout the unit.
Planet Cards, found in the Member Resources, can also be used as a center by having students search for certain information on each
planet.
Suggested activities, but not limited to.
Helpful Tip on Memorizing planetary order: My Very Educated Mother Just Served Us Nine Pizzas (or Pies). All fifth grade students
need to know the planets and their planetary order.
My: Mercury
Very: Venus
Educated: Earth
Mother: Mars
Just: Jupiter
Served: Saturn
Us: Uranus
Nine: Neptune
Pizzas: Pluto
These activities will stress making a model, collecting data, and graphing. (These are important activities that should be emphasized).
Planets
In this beginning activity, students will learn about various aspects of the planets and their relationships with one another by using
tables of planetary facts, Venn diagrams, and drawings of the planets themselves. Students will participate in AIMS"s: Out of This
World activity, "Can You Planet". This activity can be found in the member resource section. Refer to page 1, 2 & 4 of the Out of
This World AIMS book for background information on each planet.
Page 15 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
To determine the relative distance of the planets in order, students should participate in AIMS: Out of this World “Spacing out the
system” activity. Students will make a model solar system in the class or on the playground with the relative distances of the planets.
To determine the relative sizes of the planets, students should experience AIMS: Out of this World “Size it Up”. This activity will
show the relative sizes of the planets.
Project Idea: Students in class or at home should create a mobile of the planets as they rotate around the sun. The mobile should
illustrate/represent the size of the planets in relation to each other as well as their placement from the sun. These should be hung
around the classroom for the year, so that students will visually see these representations on a daily basis. (This is a topic that should
be strongly stressed and learned by the students.)
Students should complete “How does the Earth travel” activity to understand the mechanics of rotation and revolution as well as the
tilt of Earth and it’s effect on seasonal changes. This activity can be found in the member resource section.
To begin the unit on the sun, students can find their shadows and compare them to the time of the day. Students will measure the
lengths of their shadows at different times of the day to determine when a shadow casts its longest and shortest image by completing
AIMS: Pieces and Patterns “Me and My Shadow” found in the Member Resource section.
Students will look at how the sun’s energy affects life on earth. After reading Harcourt Brace pg D30-D34, break the students into
two groups: Layers of the sun and Surface features of the sun. The group studying the layers of the sun will need to create a visual
illustrating and defining each layer: core, radiation zone, convection zone, photosphere, and corona. Those studying the Sun’s surface
features: granules, sunspots, solar flares and solar winds will need to create a visual illustrating and defining each feature. See
graphic organizer in Harcourt Brace page D30.
How do Earth and the Moon compare?
Students will recognize the time-and-space relationships of the sun-Earth-moon system. Using Harcourt Brace science investigation
pg D4-D5, students will make a model of Earth, the moon, and the sun to compare how they move through space.
Students should read Harcourt Brace pages D6-D7 and D9-D10.
Page 16 of 17
Grade 5 Science
Scope and Sequence
The Natural World Part 2
Using the Graphic organizer on page D6 to create a Venn-diagram comparing the Earth and Moon looking at their orbits, atmosphere,
water, craters, shadows, weathering and rotations.
Students will Create a crater. Students will explore how the surface features on the moon are made and why they are so different.
Create Craters activity can be found in the Member Resource section.
To study the phases of the moon, students create the flip book- "Flippin' Out"- found in the member resource section. As a
reinforcement, enlarge each picture and display in sequence around the room. Students can document the phases of the moon in the
evenings at home and compare them with the pictures in the classroom. Within the Harcourt pages listed above is an illustration
describing and explaining how the moon cycles through its phases.
Return to Daily, lunar and seasonal cycles
Web Links
http://www-sci.lib.uci.edu/SEP/CTS99/moon.html
http://csep10.phys.utk.edu/astr161/lect/time/tides.html
http://kids.msfc.nasa.gov/
http://spacekids.hq.nasa.gov/
http://www.sci.mus.mn.us/sound/nocss/activity/2b.htm
http://www.sci.mus.mn.us/sound/nocss/activity/top.html
http://www.teachtsp.com/classroom/scicourt/sound.html
http://www.teachtsp.com/classroom/scicourt/gravity.html
http://www.uen.org/lessonplan/preview.cgi?LPid=1332
Page 17 of 17