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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 Click here for other lessons and resources 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, 7 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 8