Download Curriculum Map - Troup County Schools

Troup County School System
Science Curriculum Map
Fifth Grade –First Quarter
The underlined standard/element links to examples of formative assessment.
Life Science
GMAS Content Weights: Earth 30%, Life 40%, Physical 30%
Pacing: Introduction to Science/Build rituals and routines – about 3 days, Classification of Organisms – about 12 days,
Inherited Traits and Learned Behaviors – about 7 days, Cells and Microorganisms – about 15 days
Activating Strategies
Classification of Organisms (L1.a,b) – about 12 days
GPS Standards
Essential Questions
S5L1 Students will classify
organisms into groups and
relate how they determine
the groups with how and
why scientists use
classification.
S5L1.a.
Why do scientists classify
things?
a. Demonstrate how
animals are sorted into
groups (vertebrate and
invertebrate) and how
vertebrates are sorted into
groups (fish, amphibian,
reptile, bird, and mammal).
How have classifications
systems changed?
How do scientists group
organisms?
What do scientists do when
something doesn’t fit in the
classification system?
How are animals classified
into groups?
Vocabulary
System Resources
S5L1.a.
Group
Classify
Conclude
Graph
Characteristics/traits
Similarities
Differences
S5L1.a.
L1Activating Strategy: Brain Pop Video: Classification
L1 Classification - Anticipation Guide
L1 Classification – flipchart (You will need to have stacks
of baseball cards to complete the activity on slide #4.)
Animal classification
L1 Science Classification - study guide
Invertebrates
Vertebrates:
Fish, reptile,
amphibian,
bird, mammal,
consumer
L1 Classification: Create a Children’s Book (research
project)
How are vertebrates sorted
into groups?
L1 Activators:
Brain Pop Video: Vertebrates
Brain Pop Video: Invertebrates
L1.a What Are Vertebrates? – flipchart
adaptations
How are vertebrates adapted
to their unique ecosystems?
L1.a Vertebrates – flipchart
L1.a Classification of Animals: What Am I? - flipchart
Troup County Schools 2016 – 2017
5th Grade Science Curriculum Map
First Quarter
1
Classification of Organisms (L1.a,b) – continued
GPS Standards
Essential Questions
Vocabulary
System Resources
S5L1.a (continued)
L1.a Comparison of Vertebrate and Invertebrates Activity
HM Science Textbook:
S5L1.a Chapter 7: Lesson 3
Lab Experience: Direct Inquiry Lesson: Organizing
Animals – Student Text 301
b. Demonstrate how
plants are sorted into
groups.
S5L1.b.
How are plants classified
into groups?
What are the two main
groups of plants?
What are some unique
adaptations for vascular
and nonvascular plants?
What is the name of the
scientist who studies
plants?
S5L1.b.
Plant
Photosynthesis
Producer
Consumer
Decomposer
Vascular plant
Nonvascular
Deciduous
Coniferous
Seed
Non-seeded
Adaptations
S5L1.b.
L1.b Vascular and Nonvascular Plants – flipchart
L1.b Plant Kingdom - flipchart
L1.b Vascular and Nonvascular – compare and contrast
activity
HM Science:
S5L1.b Chapter 7: Lesson 2 (290-292)
Lab Experience: Direct Inquiry Lesson: Dichotomous Key
– Student Text 289
Botanist
L1.a Spiral Review - Weekly Homework Pages
L1.b Spiral Review - Weekly Homework Pages
Click here for other lessons and resources
Troup County Schools 2016 – 2017
5th Grade Science Curriculum Map
First Quarter
2
Inherited Traits and Learned Behaviors (L2.a,b) – about 7 days
GPS Standards
Essential Questions
Vocabulary
S5L2 Students will recognize that
offspring can resemble parents
in inherited traits and learned
behaviors.
S5L2
S5L2
offspring
trait
common
individual
heredity / hereditary
instinct
inherited traits
learned behaviors
a. Compare and contrast the
characteristics of learned
behaviors and of inherited traits.
How are inherited traits
different from learned
behavior?
What do genes do?
How are traits passed
from parent to
offspring?
System Resources
S5L2
L2.a Inherited Traits and Learned Behaviors – flipchart
L2.a Genetics: Learned Behaviors and Inherited Traits –
lesson teacher background
L2.a Handy Family Tree - activity (for Home and school
connection)
L2 Trait Activities – website with various activities
L2.a Twins-Comparing Behaviors: Instinct v. Learned
Behavior - lesson
b. Discuss what a gene is and
the role genes play in the
transfer of traits.
Teacher note: Be sensitive to
this topic since biological
parents may be unavailable.
How do they play a role
in traits we inherit?
L2.a Learned Behaviors Inherited Traits - essay
gene
dominant traits
recessive traits
DNA
L2 Trait Analysis Activity
L2.b Traits of Organisms - flipchart
L2 Genetics Inherited Traits & Learned Behaviors Unit flipchart
HM Science Textbook:
 S5L2.a Chapter 9: Lesson 1
 S5L2.b Chapter 9: Lesson 2
Lab Experience:
 Direct Inquiry Lesson: Trait Tabulation– Student Text 361
 Direct Inquiry Lesson: Chromosome Combinations –
Student Text 373
L2.a Spiral Review - Weekly Homework Pages
L2.b Spiral Review - Weekly Homework Pages
Click here for other lessons and resources
Troup County Schools 2016 – 2017
5th Grade Science Curriculum Map
First Quarter
3
Cells and Microorganisms (P1.b, L3.a-c, L4.a-b) – about 15 days
GPS Standards
S5P1. Students will verify that an
object is the sum of its parts.
b. Investigate how common items
have parts that are too small to be
seen without magnification.
Cells (P1.b, L3.a,b,c) – about 10 days
Essential Questions
Vocabulary
S5P1.b
What do we see when we take a
closer look?
S5P1.and S5L3.a
Magnifiers:
magnifying glass
hand lens
microscope
System Resources
S5P1.and S5L3.a
P1.b Magnify It! – activator
P1.b Magnification: flipchart
student notes: to fill in
to highlight
P1.b Brain POP: Microscope
HM Science Textbook:
 S5P1.b Chapter 4: Lesson 1 pages 144 - 145
S5L3 Students will diagram and
label parts (structures) of various
cells (plant, animal, single celled,
multi-celled).
a. Use magnifiers such as
microscopes or hand lenses to
observe cells and their structure.
b. Identify parts of a plant cell
(membrane, cell wall, cytoplasm,
nucleus, chloroplasts) and of an
animal cell (membrane,
cytoplasm, and nucleus) and
determine the function of the
parts.
S5L3.a.
What is a cell?
S5L3.a.
Cells
Function (of each
cell structure)
S5L3.b.
What are the structures of a plant
cell? What are the functions of
each structure of the plant cell?
What are the structures of an
animal cell? What are the
functions of each structure of the
animal cell?
How are the structures of the
animal cell and plant cell similar?
How are the structures of the
animal cell and plant cell
different?
S5L3.b.
Plant cell
structure: cell
membrane, cell
wall, cytoplasm,
chloroplasts,
nucleus
S5L3.a,b
L3 Plant and Animal Cells – flipchart
L3 Plant and Animal Cells – Fling the Teacher
game
L3 I Have, Who Has? Cards
L3.b Life & Living Things Cells – flipchart
Animal cell
structure:
cytoplasm,
nucleus, cell
membrane
Troup County Schools 2016 – 2017
5th Grade Science Curriculum Map
First Quarter
4
GPS Standards
S5L3.c.
c. Explain how cells in multicelled organisms are similar
and different in structure and
function to single-celled
organisms.
Cells (P1.b, L3.a,b,c) – continued
Essential Questions
Vocabulary
S5L3.c.
How can you differentiate a
single-celled organism from
a multi-celled organism?
S5L3.c.
Single-Celled
Multi-Celled
Microorganism
System Resources
S5L3.c.
L3.c Multi and Single Celled Organisms - flipchart
HM Science Textbook:
S5L3.a Chapter 7: Lesson 1 (278-279)
 S5L3.b Chapter 8: Lesson 1 (324-325)
 S5L3.c Chapter 8: Lesson 2 (332-333)
Lab Experience:
 Direct Inquiry Lesson: Building a Plant Cell –
Student Text 323
 Pressed for Time: Draw a Cell – TE 323
 Express Lab Card 24: Observe Cells with
Magnifiers – TE 328
 Direct Inquiry Lesson: Moving Through – Student
Text 331
L3.a Spiral Review - Weekly Homework Pages
L3.b Spiral Review - Weekly Homework Pages
L3.c Spiral Review - Weekly Homework Pages
Click here for other lessons and resources
Troup County Schools 2016 – 2017
5th Grade Science Curriculum Map
First Quarter
5
GPS Standards
S5L4 Students will relate how
microorganisms benefit or harm larger
organisms.
a. Identify beneficial organisms and
explain why they are beneficial
b. Identify harmful organisms and
explain why they are harmful
Microorganisms (L4.a,b) – about 5 days
Essential Questions
Vocabulary
S5L4
What are beneficial
organisms?
S5L4
Organisms
Beneficial organisms
Bacteria
How are they beneficial?
What are harmful
organisms?
How are they harmful?
System Resources
S5L4
L4 Microorganisms - flipchart
L4 Microorganisms – interactive activity
Harmful organisms
Decay
Parasites
Bacteria
Germs
Diseases
viruses
L4 I Have, Who Has? Cards
L4 Microorganisms – interactive reading activity
with quiz
L4 Microorganism Wanted Poster
HM Science Textbook:
 S5L4.a no match
 S5L4.b Chapter 8: Lesson 3 (342-343)
Lab Experience:
 Pressed for Time: Bread in a Bag – TE 341
L4.a,b Spiral Review - Weekly Homework Pages
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Troup County Schools 2016 – 2017
5th Grade Science Curriculum Map
First Quarter
6
Ongoing Standards
Vocabulary
S5CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science
and will exhibit these traits in their own efforts to understand how the world works.
a. Keep records of investigations and observations and do not alter the records later.
b. Carefully distinguish observations from ideas and speculation about those observations.
c. Offer reasons for findings and consider reasons suggested by others.
d. Take responsibility for understanding the importance of being safety conscious.
S5CS2 Students will have the computation and estimation skills necessary for analyzing data and following
scientific explanations.
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves, thirds,
fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on) – in scientific calculations.
c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are
reasonable answers to scientific problems by comparing them to typical values.
S5CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in
scientific activities.
a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.
c. Use computers, cameras, and recording devices for capturing information.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S5CS4 Students will use ideas of system, model, change, and scale in exploring scientific and technological
matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent
corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do
not match their original counterparts.
c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of
measurements where appropriate.
d. Identify the biggest and the smallest possible values of something.
Curiosity, honesty,
skepticism, traits,
investigations,
observations, speculation,
safety conscious
Troup County Schools 2016 – 2017
5th Grade Science Curriculum Map
First Quarter
Computation, estimation,
analyzing data, scientific
explanations,
Observing measuring,
manipulating,
mechanical
constructions, recording
devices, capturing
information
System, model, change,
scale,
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Ongoing Standards
Vocabulary
S5CS5 Students will communicate scientific ideas and activities clearly.
a. Write instructions that others can follow in carrying out a scientific procedure.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer
databases.
S5CS6 Students will question scientific claims and arguments effectively.
a. Support statements with facts found in books, articles, and databases, and identify the sources used.
b. Identify when comparisons might not be fair because some conditions are different.
S5CS7 Students will be familiar with the character of scientific knowledge and how it is achieved.
Communication
Students will recognize that:
Scientific claims
Methods of investigations
a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences
in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation,
or observational uncertainties.
b. Some scientific knowledge is very old and yet is still applicable today.
S5CS8 Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigations may take many different forms, including observing what things are like or what is happening
somewhere, collecting specimens for analysis, and doing experiments.
b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their
work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.
d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.
Troup County Schools 2016 – 2017
5th Grade Science Curriculum Map
First Quarter
Scientific inquiry,
specimens
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