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Delaware City Schools Consensus Maps
Grade 5 Science (Master)
Teacher: Amy Piacentino
Month
August
2008
September
2008
Content/Essential
Questions
August 2007
Scientific Inquiry, Scientific Way
of KnowingEQ: How is using tools correctly
important in carrying out
investigations in science?
*Science Process skills and Lab
Safety will be taught in context
with curriculum throughout the
year.
Skills
Scientific InquiryProcess Skills
*Taught throughout the year: integrated
in all units.
Introduction of the metric units of
measurement during scientific labs
Activities/Resources
Observation activities
Various labs with the different
metric measurement tools (mass,
volume, temperature,
length/distance)
EQ: How does a scientist us the
scientific method to design and
carry out an investigation to gather
information and draw conclusions?
*Scientific Inquiry and Scientific
Way of Knowing (lab safety,
process skills, scientific method)
are integrated throughout the entire
curriculum and school year.
Class demonstration of setting
up and carrying out the steps of
the scientific method (airplane
lab, bread mold)
Scientific Inquiry and Scientific
Ways of Knowing-
Flip Books for Scientific Method
Bean Experiment
EQ: How does a scientist us the
scientific method to design and
5.B.2 Power Indicator: Evaluate
observations and measurements made by
other people and identify reasons for any
Assessment
Performance lab (hands on
assessment by individual)
Quiz on the steps of the
scientific method
Formative assessment
through observations during
labs
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Piacentino
Grade 5 Science(Master)
Month
Content/Essential
Questions
carry out an investigation to gather
information and draw conclusions?
EQ: How is using tools correctly
important in carrying out
investigations in science?
Science Process SkillsBenchmark 5.B Organize and
evaluate observations,
measurements and other data to
formulate inferences and
conclusions.
Scientific Method and Lab
Safety-Using tools correctly to
carry out investigations.
Benchmark 5.A Use appropriate
instruments safely to observe,
measure and collect data when
conducting a scientific
investigation.
Benchmark 5.C Develop, design
and safely conduct scientific
investigations and communicate
the results.
Benchmark 6.A Distinguish
between fact and opinion and
explain how ideas and
conclusions change as new
knowledge is gained.
Benchmark 6.B Describe
different types of investigations
and use results and data from
investigations to provide the
evidence to support explanations
and conclusions.
Benchmark 6.C Explain the
Delaware City Schools Consensus Maps
Skills
discrepancies.
5.B.3 Power Indicator: Use evidence
and observations to explain and
communicate the results of
investigations
Indicator 5.A.1 Select and safely use
the appropriate tools to collect data when
conducting investigations and
communicating findings to others (e.g.,
thermometers, timers, balances, spring
scales, magnifiers, microscopes and other
appropriate tools).
Indicator 5.C.4 Identify one or two
variables in a simple experiment.
Indicator 5.C.5 Identify potential hazards
and/or precautions involved in an
investigation.
5.C.6 Power Indicator: Explain why
results of an experiment are sometimes
different (e.g., because of unexpected
differences in what is being investigated,
unrealized differences in the methods
used or in the circumstances in which
the investigation was carried out, and
because of errors in observations).
Indicator 6.A.1 Summarize how
conclusions and ideas change as new
knowledge is gained.
Indicator 6.B.3 Explain why an
experiment must be repeated by different
people or at different times or places and
yield consistent results before the results
are accepted.
6.B.4 Power Indicator: Identify how
scientists use different kinds of ongoing
investigations depending on the
questions they are trying to answer (e.g.,
observations of things or events in
Activities/Resources
Assessment
Continuation of metric
measurement labs…
Scientific Method Test
Learning to write: Question,
Hypothesis, Procedures, Record
data, graphs and charts to draw
Conclusions, ways of showing
Communication
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Piacentino
Grade 5 Science(Master)
Month
October
2008
Content/Essential
Questions
Delaware City Schools Consensus Maps
Skills
importance of keeping records of
observations and investigations
that are accurate and
understandable.
nature, data collection, controlled
experiments).
6.C.5 Power Indicator: Keep records
of investigations and observations that
are understandable weeks or months
later.
Life Science-
Life ScienceIndicator 2.C.4 Summarize that
organisms can survive only in ecosystems
in which their needs can be met (e.g.,
food, water, shelter, air, carrying capacity
and waste disposal). The world has
different ecosystems and distinct
ecosystems support the lives of different
types of organisms.
2.C.5 Power Indicator: Support how
an organism patterns of behavior are
related to the nature of that organisms
ecosystem, including the kinds and
numbers of other organisms present, the
availability of food and resources, and
the changing physical characteristics of
the ecosystem.
Living Things and the
Environment
EQ-How does change in an
organism's ecosystem affect its
chance of survival?
Benchmark 2.C Compare
changes in an organism's
ecosystem/habitat that affect its
survival.
Activities/Resources
-Everglades report
-Oh Deer /Musical Chairs
Activity
-Habitat/Niche Diagram
-Research Biomes and
presentations
-Forest Succession time line
-Stations:
Assessment
Chapter 2 Assessment-OAT
style
Habitat/Niche Diagram
2.B.1 Power Indicator: Describe the
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Piacentino
Grade 5 Science(Master)
Month
Content/Essential
Questions
Interactions Among Living
Things
EQ: How is energy acquired and
utilized by living organisms for
survival?
Delaware City Schools Consensus Maps
Skills
role of producers in the transfer of
energy entering ecosystems as sunlight
to chemical energy through
photosynthesis.
Indicator 2.B.2 Explain how almost all
kinds of animals' food can be traced back
to plants.
Indicator 2.B.3 Trace the organization
of simple food chains and food webs
(e.g., producers, herbivores, carnivores,
omnivores and decomposers).
Activities/Resources
Food Chain/Web diagrams
Food Chain/Web Illustration
(formative assessment)
Earthworm – decomposer lab
activity
Skits-
Photosynthesis
SkitsCycles
Water and Carbon
Team illustration and
presentations for the various
cycles
Benchmark 2.B Analyze plant
and animal structures and
functions needed for survival
and describe the flow of energy
through a system that all
organisms use to survive.
Assessment
Quizzes on the various
cycles
Chapter 3 Assessment-OAT
style
Filmstrip Forest Succession
Activity
Various videos through
Discovery Education website
Big Idea Activity – related to
adaptations
November
2008
Life ScienceHuman Impact on the
Environment
Benchmark 2.C Compare
changes in an organism's
ecosystem/habitat that affect its
survival.
EQ: What impacts do humans have
on the environment?
Earth and Space Sciences-
Life Science
2.C.6 Power Indicator: Analyze how
organisms, including humans, cause
changes in their ecosystems and how
these changes can be beneficial, neutral
or detrimental (e.g., beaver ponds,
earthworm burrows, grasshoppers eating
all plants, people planting and cutting
trees, and people introducing a new
species).
Earth and Space Sciences
Indicator 1.C.5 Explain how the supply
of many non-renewable resources is
Team debates
OAT type tests – Chapter 4
Test
Oil Spill Activity
Various videos through
Discovery Education website
WebQuest to research the
various cycles and the effects of
Global Warming
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Piacentino
Grade 5 Science(Master)
Month
December
2008
Content/Essential
Questions
Delaware City Schools Consensus Maps
Skills
Activities/Resources
Benchmark 1.C Describe
Earth's resources including
rocks, soil, water, air, animals
and plants and the ways in which
they can be conserved.
limited and can be extended through
reducing, reusing and recycling but
cannot be extended indefinitely.
1.C.6 Power Indicator: Investigate
ways Earths renewable resources (e.g.,
fresh water, air, wildlife and trees) can
be maintained.
Earth and Space Science-
Earth and Space ScienceIndicator 1.A.1 Describe how night
and day are caused by Earths rotation.
Indicator 1.A.2 Explain that Earth is
one of several planets to orbit the Sun,
and that the Moon orbits Earth.
Role play to show day/night,
seasons, moon phases, eclipses
1.A.3 Power Indicator: Describe the
characteristics of Earth and its orbit
about the Sun (e.g., three-fourths of the
Earth's surface covered by a layer of
water [some of it frozen], the entire
planet surrounded by a thin blanket of
air, elliptical orbit, tilted axis, and
spherical planet).
Characteristics, Cycles, and
Patterns of Earth
Benchmark 1.A Explain the
characteristics, cycles and
patterns involving Earth and its
place in the solar system.
EQ: What characteristics of Earth
allow daily life to be sustained?
Assessment
Time Zone simulation Activity
Formative Assessments-
Modeling direct/indirect rays
Diagrams
Creating diagrams to indicate
rotation, revolution, tilt on axis,
solstice and equinox, moon
phases, eclipses, order of planets
Role play
"Around the World"
Participation of Labs
Videos"Moon Dance", "Closer Look
at the Moon", "Solar System and
Beyond" by United Streaming
HR diagram
Lesson and Video Quizzes
"Around the World" card game
- moon phases
Chapter Tests
Solar System puzzle
Flip Book
Animal Migration by Seasons
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Piacentino
Grade 5 Science(Master)
Month
January
2009
Content/Essential
Questions
Earth and Space ScienceBenchmark 1.A Explain the
characteristics, cycles and
patterns involving Earth and its
place in the solar system.
EQ: How is Earth affected by the
universe around it? How does
Earth affect the universe around it?
EQ: How does the sun compare to
other stars?
Delaware City Schools Consensus Maps
Skills
Earth and Space Science
1.A.3 Power Indicator: Describe the
characteristics of Earth and its orbit
about the sun (e.g., three-fourths of
Earth's surface is covered by a layer of
water [some of it frozen], the entire
planet surrounded by a thin blanket of
air, elliptical orbit, tilted axis and
spherical planet).
1.A.4 Power Indicator: Explain that
stars are like the Sun, some being
smaller and some larger, but so far away
that they look like points of light.
Activities/Resources
Assessment
Celestial Bodies transparencies
Reading VIP's-tabs for daily
lessons
Planet Outline, Project, and
Presentation
Class Demonstration-Orbital
Velocity (Big Idea)
Flip Book- Life of a Star
HR Diagram to demonstrate
Star Magnitude
Magnitude Activity (flashlights)
February
2009
Physical Sciences
EQ: How does temperature affect
motion?
Benchmark 3.DSummarize the
way changes in temperature can be
produced and thermal energy
transferred.
Physical Sciences
3.D.1 Power Indicator: Define
temperature as the measure of thermal
energy and describe the way it is
measured
Human molecule activity
Molecules/Hand Model
Heat & Temp. video clip
Concept Map Outline
Heart Transfer WebQuest
Heat Transfer presentation
Chapter 1 Test
Human Conduction Model
3.D.2 Power Indicator: Trace how
thermal energy can transfer from one
object to another by conduction.
Cork in Water Demo.
Benchmark 3.D-Summarize the
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Piacentino
Grade 5 Science(Master)
Month
Content/Essential
Questions
Delaware City Schools Consensus Maps
Skills
Activities/Resources
Assessment
way changes in temperature can be
produced and thermal energy
transferred.
March
2009
Physical Science
EQ: How is energy transferred by
waves?
EQ: How is sound energy
produced and how does it travel?
Physical Science
3.D.5 Power Indicator: Explore and
summarize observations of the
transmission, bending (refraction) and
reflection of light.
3.F.6 Power Indicator: Describe and
summarize observations of the
transmission, reflection, and absorption
of sound.
3.F.7 Power Indicator: Describe that
changing the rate of vibration can vary
the pitch of a sound.
Slinky demonstration/activity
Wave Quiz
Refraction Pencil/Water
Demonstration
Quest Sharing
Sound Test
Instrument Demonstration
Week long project: Sound
WebQuest and Daily Lab
Cup Phones Lab
Reflection /Refraction Mirror
Activity
April 2009
EQ: How is light energy
produced and how does it travel?
Color Wheel/Rainbow Spinner
Lab
Benchmark 3.F-Describe the
properties of light and sound
energy.
Convex/Concave Lens Lab
Physical ScienceEQ: How does electrical energy
flow and what does it produce?
Benchmark 3.E: Trace how
electrical energy flows through a
simple electrical circuit and
describe how the electrical energy
can produce thermal energy, light,
sound and magnetic forces.
Physical Science3.E.3 Power Indicator: Describe that
electrical current in a circuit can
produce thermal energy, light, sound
and/or magnetic forces.
3.E.4 Power Indicator: Trace how
electrical current travels by creating a
simple electric circuit that will light a
bulb.
Light Energy Test
Atom Diagram
Electron/Proton Model
Attraction/Repulsion and
Magnetism Lab
Static Electricity/Lightning Lab
Circuit Set-up and
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Piacentino
Grade 5 Science(Master)
Month
Content/Essential
Questions
Delaware City Schools Consensus Maps
Skills
Activities/Resources
Assessment
Lightening Video Clip
Explanation
Setting up Parallel/Series
Circuits Lab
Electrical Safety Lab
Electricity Test
Open/Closed Circuits Lab
Ohio Achievement Test
May 2009
Scientific Way of KnowingEQ.- How does a scientist design
and use a project based on
electricity?
4.B.2 Power Indicator: Revise an
existing design used to solve a problem
based on peer review.
Benchmark 4.B-Describe and
illustrate the design process.
4.B.3 Power Indicator: Explain how
the solution to one problem may create
other problems
EQ- How does a scientist use the
scientific method to design and
carry out an investigation to gather
information and draw conclusions?
6.B.2 Power Indicator: Develop
descriptions, explanations and models
using evidence to defend/support
findings.
.
6.B.2 Power Indicator: Develop
descriptions, explanations and models
using evidence to defend/support
findings.
Benchmark 4.A-Describe how
technology affects human life
Design and create a board game
using electricity unit.
Initial design, peer evaluation,
revised design, final game
Initial design, peer
evaluation, revised design,
final game
Completed throughout the year
in all units through reading of
news articles and related
materials.
Scientist Research Presentations
 Team research through
technology, and written
references
 Organize and complete
the information in a
presentation format
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Piacentino
Grade 5 Science(Master)
Month
June 2009
Content/Essential
Questions
Delaware City Schools Consensus Maps
Skills
Activities/Resources
Assessment
Final presentation in the
form of a skit, drama, power
point, traditional lecture…
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