lake county · pdf filelake county schools 5th grade science curriculum map. ... 1st 2nd 2nd...

Revised 6/2011

Lake County Schools

5th Grade Science

Curriculum Map

Preface

i

Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the

district receive a common curriculum. The maps help ensure that all state requirements are taught and that the

content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your

instruction but provide flexibility based on the individual needs of students. The maps are living documents and

feedback is requested of teachers to ensure continuous improvement.

All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps

were designed for the instruction to take place by quarter. There is some flexibility within the quarters for

mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its

entirety. The maps have been structured in such a way as to scaffold student learning.

Listed below are a few of the new or updated features common to all curriculum maps:

Essential Question(s):

o Provide application of the skills/concepts

o Have more than one right answer which promotes student discourse

o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning

o Are referred to at the beginning, middle, and end of the lesson

o Require you to make a decision

o Promote critical thinking and problem solving

o Encourage interdependence

o Are open-ended

Academic Vocabulary are:

o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction

o Not necessarily the bold words in the chapter.

o Cumulative and continuously used throughout the year.

o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.

Preface

ii

Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):

Purpose: For the student to know what is being taught and what the student will learn

o Date

o Benchmark

o Measurable, student-friendly objective

o Essential Question

o Bell work

o Agenda (Specific daily schedule)

o Homework

o Exit Strategy/Card

Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There

should be daily:

o Teacher to student and student to student discourse utilizing academic vocabulary.

o Reading and authentic writing

o Writing that includes higher-order thinking

o Incorporation of effective reading and writing instructional strategies

Maps are organized to include the following:

o Pacing

o Objective

o Essential questions, content and understanding, benchmarks, and assessment

o Appendix/ resources

Preface

iii

Next Generation Sunshine State Standards

Science Benchmark Coding Scheme

SC. 5. A. 1. 1

Subject Grade Level Body of Knowledge Big Idea / Supporting Idea Benchmark

Body of Knowledge Key

N ~ Nature of Science E ~ Earth Space Science

L ~ Life Science P ~ Physical Science

Big Idea Key

#1 – The Practice of Science #10 – Forms of Energy

#2 – The Characteristics of Scientific Knowledge #11 – Energy Transfer and Transformation

#3 – The Role of Theories, Laws, Hypotheses, and Models #12 – Motion of Objects

#4 – Science and Society #13 – Forces and Changes in Motion

#5 – Earth in Space and Time #14 – Organization and Development of Living Organisms

#6 – Earth Structures #15 – Diversity and Evolution of Living Organisms

#7 – Earth Systems and Patterns #16 – heredity and Reproduction

#8 – Properties of Matter #17 – Interdependence

# 9 – Changes in Matter #18 – Matter and Energy Transformations

Language Arts and Mathematic Benchmarks The Language Arts and Mathematic benchmarks are in the course description. These benchmarks have been integrated throughout the

curriculum map.

Differentiated Instruction Strategies The following differentiated instruction strategies should be incorporated throughout the entire course:

Cooperative Groups Computer Assisted Instruction Tiered Assignments Centers

Flexible Grouping Curriculum Compacting/Contracts Learning Stations Scaffolding

Hands-on Instruction Leveled Texts/Resources Teacher Led Small Groups Web Quest

Preface

iv

This chart is to show where the Big Ideas are located by grade level.

This will help to give an understanding as to why complete coverage of the NGSSS at each grade level is essential! Big Idea #1

The Practice

of Science

Big Idea #2 The

Characteristics of

Scientific Knowledge

Big Idea #3 The Role of

Theories, Laws,

Hypotheses, and Models

Big Idea #4 Science

and

Society

Big Idea #5 Earth

in

Space and Time

Big Idea #6

Earth

Structures

K K

1st 1st 1st

2nd 2nd

3rd 3rd 3rd 3rd

4th 4th 4th 4th 4th

5th 5th 5th

6th 6th 6th 6th

7th 7th 7th 7th

8th 8th 8th 8th 8th

HS HS HS HS HS HS #7 Earth Systems

and Patterns #8 Properties

of Matter #9 Changes

in Matter #10 Forms of Energy

#11 Energy Transfer and Transformations

#12 Motion of Objects

K K K K

1st 1st

2nd

2nd 2nd 2nd

3rd 3rd 3rd 3rd

4th 4th 4th 4th 4th

5th 5th 5th 5th 5th

6th 6th 6th

7th 7th 7th

8th

HS HS HS HS HS HS

#13 Forces

and Changes

in Motion

#14 Organization

and Development

of Living Organisms

#15 Diversity

and Evolution of Living

Organisms

#16 Heredity

and

Reproduction

#17

Interdependence

#18 Matter

and Energy

Transformations

K K

1st 1st 1st 1st

2nd 2nd 2nd 2nd

3rd 3rd 3rd

4th 4th

5th 5th 5th 5th

6th 6th 6th

7th 7th 7th

8th

HS HS HS HS HS HS

Foreword for Elementary Curriculum Maps

v

Requirements for the course:

The Lake County School Board approved Human Growth and Development.

Questions about this program should be directed to the Curriculum Department.

The Lake County School Board approved Drug Program. Questions about this

program should be directed to the Safe Schools Department.

Events/Programs by the month: This list will be added to during the school year.

October 23 - 31: Red Ribbon Week

February: Dental Month

Common elementary laboratory tools students are expected to be able to use are:

Balance, battery, beaker, compass, eyedropper, flashlight, globe, graduated cylinder,

light bulb, magnet, magnifying glass, hand lens, metric measuring tape, metric ruler,

microscope, microscope slide, mirror, model, safety goggles, spring scales, stopwatch,

telescope, test tube, thermometer, topographic map, and tuning fork.*

*Information obtained from the FCAT 2.0 Test Item Specifications, 2011

Fifth Grade Core Areas – Integrated Pacing Guide

1

YEAR AT A GLANCE

Language Arts Math Reading Science Social Studies

First

Nine

Weeks

a. Practice of Science

b. Char. Of Science

Knowledge

c. Properties of Matter

d. Changes in Matter

Second

Nine

Weeks

a. Form of Energy

b. Energy Transfer and

Transformation

c. Forces and Changes

in Motion

Third

Nine

Weeks

a. Earth in Space and

Time

b. Earth Systems and

Patterns

Fourth

Nine

Weeks

a. Organization and

Development of

Living Organisms

b. Diversity and

Evolution of

Living Organisms

c. Interdependence

Fifth Grade Electives Science - Integrated Pacing Guide

2

YEAR AT A GLANCE

Physical Education Music Art

First

Nine

Weeks

Second

Nine

Weeks

Third

Nine

Weeks

Fourth

Nine

Weeks

Fifth Grade Science - Pacing Guide

REVISED

6/2011 3

First 9 weeks

1. Practice of Science (Big Idea 1) all year

2. Characteristics of Scientific

Knowledge (Big Idea 2)

a) Based on empirical

observations

b) Linked to evidence

c) Can be replicated

3. Earth in Space and Time (Big Idea 5)

a) Milky Way Galaxy

b) Common characteristics

of planets

c) Objects in the Solar

System

Sun

Planet

Moons

Asteroids

comets

Second 9 weeks

1. Earth System and Patterns (Big Idea 7)

a) Parts of the water cycle

b) Importance of saltwater

in the cycle

c) Factors that determine

weather

temperature

barometric pressure

humidity

wind speed

wind direction

precipitation

d) Forms of Precipitation

e) Weather related

differences found among

different environments

f) Climate Zones

g) Family preparedness

plans for natural disasters

2. Properties of Matter (Big idea 8)

a) Basic Properties of Matter

Use metric tools to

measure mass, volume,

color, texture, temperature

b) Effects of heating and

cooling

c) Observable Properties

d) Theory of Atoms

3. Changes in Matter (Big Idea 9)

a) Physical and Chemical

Changes

b) Effects of Temperature

Third 9 weeks

1. Forms of Energy (Big Idea 10 )

a) Basic Forms- 6 forms

light

heat

sound

electrical

chemical

mechanical

b) Ability to Cause Motion

c) Electrically Charged

Objects

d) Electrical energy

transformations

2. Energy Transfer and

Transformations (Big Idea 11)

a) Flow of electricity-closed

circuit

b) conductors of electricity

3. Forces and Change in Motion (Big Idea 13)

a) Push/Pull and gravity

b) Effects of Force

c) Effects of Mass

d) Balanced Forces

Fourth 9 weeks

1. Organization and Development

of Living Organism (Big Idea 14)

a) Organs of the body systems

and their functions

b) Compare and contrast the

systems and organs of

plants, animals and humans

2. Diversity and Evolution of Living

Organisms (Big Idea 15)

Florida Saltwater Environment

a) Classifications

. Saltwater Animals

Saltwater Plants

b) Habitat

Saltwater Animals

Saltwater Plants

c) Food Chains/Webs

Aquatic

Land

d) Population

Increase and Decrease

3. Interdependence (Big Idea 17)

a) Adaptations

For Survival

b) Renewable and

Nonrenewable Resources

Effects of Humans on the

Ecosystem

Fifth Grade Science – First Nine Weeks

REVISED

6/2011 4

Time Frame: First Nine Weeks Big Ideas 1, 2, 5

Objective of Learning: Practice of Science, Characteristics of Scientific Knowledge, and Earth in Space and Time

Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment/

Resources

What is science and what

do scientists do?

What is the scientific

process and why is it

important?

1. Practice of Science (1)

a) Students will know the

difference between an

experiment and other types

of scientific investigation

b) Repeated trials are essential

c) Identify a control group and

explain its importance in an

experiment

d) Science investigations can

be done in many different

ways

e) Compare/Contrast personal

opinion, interpretation and

verified observation

___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

data in charts, tables, and graphics,

analyze information, make

predictions, and defend

conclusions.

___SC.5.N.1.2: Explain the difference

between an experiment and other

types of scientific investigation.

___SC.5.N.1.3: Recognize and

explain the need for repeated

experimental trials.

___SC.5.N.1.4: Identify a control

group and explain its importance in

an experiment.


explain that authentic scientific

investigation frequently does not

parallel the steps of “the scientific

method.”


explain the difference between

personal opinion/interpretation and

verified observation.

Formal:

End of unit/chapter

quizzes

Florida Achieve

Informal:

Workbook pages

Textbook questions

Lab write-ups

Class activities

Teacher observation

Word Wall:

Chapter 1

Control group

Data

Evidence

Experiment

Hypothesis

investigation

Observation

variable

Chapter 2

Asteroid

Comet

Dwarf planet

Galaxy

Inner planet

Milky Way

Moon

Orbit

Outer planet

Planet

Solar system

Space probe

star


REVISED

6/2011 5




Resources

What objects in space

make up the solar system?

2. Characteristics of Scientific

Knowledge (2)

a) Scientific 8 step Method

Purpose

Research

Hypothesis

Experiment (testing)

Analysis of data

Data is collected and

interpreted

Use of graphs, charts,

diagrams to collect and

report data

Conclusion

b) Knows that an experiment

must be repeated many

times and yield consistent

results before the results are

accepted

3. Earth in Space and Time (5)

a) Galaxy consists of gas, dust,

and many stars and other

objects in orbit.

b) Compare/Contrast inner

and outer planets.

c) Distinguish among the

following objects:

Sun

planets

moons

asteroids

comets

___SC.5.N.2.1: recognize and explain

that science is grounded in

empirical observations that are

testable; explanation must always

be linked with evidence.


explain that when scientific

investigations are carried out, the

evidence produced by those

investigations should be replicable

by others.

___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..

___SC.5.E.5.2. Recognize the major

common characteristics of all

planets and compare/contrast the

properties of inner and outer

planets.

___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.

REVIEW WORDS:

Analyze

classify

Conclusion

Dissolve

hemisphere

inference

Inquiry

Model

predict

revolution

rotation

scientific method

sun

technology

Testable

theory

trials

valid

variable

Labs/Activities:

(Appendix A)

“Measuring with

straws” see

Appendix A

Grape lab ( see

appendix)

Ch.1 p. 14

Ch 1 p. 22

Ch 1 p. 28

Ch 2 p. 44

Ch 2 p. 64


REVISED

6/2011 6




Resources

Resources:

Search by Big Idea

www.floridastandard

s.org

Search by topic and

grade level

www.Aimsedu.org

Scientific Method

http://teacher.nsrl.ro

chester.edu/phy_lab

s/AppendixE/Appen

dixE.html

www.teachersfirst.com

www.lessonplanspage.

com

Science Teacher

Resources: www.flinnsci.com/reso

urces.asp

Jaw Breakers and

Heart Thumpers –

AIMS, p.103

http://www.floridastandards.org/


http://www.aimsedu.org/

http://teacher.nsrl.rochester.edu/phy_labs/AppendixE/AppendixE.html




http://www.teachersfirst.com/

http://www.lessonplanspage.com/


http://www.flinnsci.com/resources.asp


Fifth Grade Science Second Nine Weeks

REVISED

6/2011 7

Time Frame: Second Nine Weeks Big Idea 7, 8, 9

Objective of Learning: Earth System and Patterns, Properties of Matter, Changes in Matter

Essential Questions Essential Content & Understanding Essential Skills and Benchmarks Assessment

How does water and air

move through the

environment?

What factors cause the

weather to change?

1. Earth Systems and Patterns (7)

a. Parts of the water cycle

Water can be a gas, liquid

or a solid

Water can go back and

forth from one state to

another

b. Importance of saltwater in

the water cycle

Oceans are an integral

part of the water cycle

and are connected to all

Earth’s water reservoirs

via evaporation and

precipitation processes.

c. Factors that determine

weather

Air temperature

Barometric pressure

Humidity

Wind speed and

direction

Precipitation

d. Forms of precipitation

Rain

Snow

Sleet

Hail

__SC.5.E.7.1 Create a model to

explain the parts of the water cycle.

Water can be a gas, a liquid, or a

solid and can go back and forth

from one state to another.

__SC.5.E.7.2 Recognize that the

ocean is an integral part of the

water cycle and is connected to all

of Earth’s water reservoirs via

evaporation and precipitation

processes.

__SC.5.E.7.3 Recognize how air

temperature, barometric pressure,

humidity, wind speed and direction,

and precipitation determine the

weather in a particular place and

time.

__SC.5.E.7.4 Distinguish among the

various forms of precipitation (rain,

snow, sleet, and hail), making

connections to the weather in a

particular place and time.

Formal:

End of unit/chapter

quizzes

Florida Achieve

Informal:

Workbook pages

Textbook questions

Lab write-ups

Class activities

Teacher observation

Word Wall

Chapter 3

Condensation

Evaporation

Hydrosphere

Precipitation

Reservoir

Water cycle

Chapter 4

Barometric pressure

Circulation

Climate

Convection current

Desert

elevation

Hail

humidity

Latitude

Natural disaster

Severe weather

Sleet weather


REVISED

6/2011 8

How can matter change?

e. Weather related differences

found among different

environments

Temperature and

humidity will differ in various

environments ex: swamps,

deserts, and mountains

f. Climate Zones

Latitude

Elevation

Proximity to bodies of

water g. Family preparedness plans

for natural disasters

2. Properties of Matter (8) a. Basic properties

Mass

Volume

Color

Texture

Temperature

b. Materials that will and will

not dissolve in water

c. Solids can be separated by

observable properties

Size

Shape

Color

Magnetic attraction

__SC.5.E.7.5 Recognize that some of

the weather-related difference,

such as temperature and humidity,

are found among different

environments, such as swamps,

deserts, and mountains.

__SC.5.E.7.6 Describe characteristics

(temperature and precipitation) of

different climate zones as they

relate to latitude, elevation, and

proximity to bodies of water.

__SC.5.E.7.7 Design a family

preparedness plan for natural

disasters and identify the reasons for

having such a plan.

__SC.5.P.8.1: Compare and contrast

the basic properties of solids, liquids,

and gases, such as mass, volume,

color, texture, and temperature.

__SC.5.P.8.2: Investigate and identify

materials that will dissolve in water

and those that will not and identify

the conditions that will speed up or

slow down the dissolving process.

__SC.5.P.8.3: Demonstrate and

explain that mixtures of solids can

be separated based on observable

properties of their parts such as

particle size, shape, color, and

magnetic attraction.

Chapter 5

Atom

Atomic theory

Chemical change

Compound

Gas

Liquid

Mass

Mixture

Molecule

Physical change

Solid

Solution

Temperature

Volume

Review words:

Dissolve

matter

Polar zone

Temperate zone

Tropical zone

Water vapor

weather

Lab/activities:

Ch 3 p. 92

Ch 4 p. 110

Ch 4 p. 124

Mixture & Solution

(see appendix)

Physical & Chemical

Changes ( see

appendix)


REVISED

6/2011 9

a. Theory of atoms

Matter is composed of

parts that are too small to

be seen without

magnification

3. Changes in Matter (9)

a. Matter can be changed

many ways

b. Effects of heating and

cooling

Know that matter is

conserved during heating

and cooling

c. Physical Changes

does not produce a new

substance

d. Chemical Changes

one or more types of

matter change into other

types of matter that

contain different properties

__SC.P.8.4: Explore the scientific

theory of atoms (also called atomic

theory) by recognizing that all

matter is composed of parts that are

too small to be seen without

magnification.

__SC.5.P.9.1: Investigate and

describe that many physical and

chemical changes are affected by

temperature.

Search by topic and

grade level

http://www.educati

on.noaa.gov

HURRICANES FOR

KIDS:

http://www.fema.go

v/kids/hurr.htm

http://www.education.noaa.gov/


http://www.fema.gov/kids/hurr.htm


Fifth Grade Science Third Nine Weeks

REVISED

6/2011 10

Time Frame: Third Nine Weeks Big Idea 10, 11, 13

Objective of Learning: Forms of energy, Energy Transfer and Transformations, Forces and Changes in Motion


How is energy transferred

and transformed?

1. Forms of Energy (10)

a. Forms of energy

light

heat

sound

electrical

chemical

mechanical

b. Energy can cause motion

or create change

c. Types of energy

Stored – Potential

Motion – Kinetic

d. Electrically charged objects

can attract or repel other

objects

e. Electric energy

transformations

heat

light

sound

energy of motion

__SC.5.P.10.1: Investigate and

describe some basic forms of

energy, including light, heat, sound,

electrical, chemical, and

mechanical.

___SC.5.P.10.2: Investigate and

explain that energy has the ability to

cause motion or create change.


explain that an electrically-charged

object can attract an uncharged

object and can either attract or

repel another charged object

without any contact between the

objects.


explain that electrical energy can

be transformed into heat, light, and

sound energy, as well as the energy

of motion.

Formal:

End of unit/chapter

quizzes

Florida Achieve

Informal:

Workbook pages

Textbook questions

Lab write-ups

Class activities

Teacher observation

Word Wall:

Chapter 6

Conductor

Electric circuit

Energy

Insulator

Kinetic energy

Opaque

Potential energy

Reflection

Refraction

Resistor

Static electricity

Transform

translucent

transparent

vibration

Chapter 7

Acceleration

Balanced

Contact force

Force

Friction

Gravity

Inertia

Non-contact force

Fifth Grade Science Third Nine Weeks

REVISED

6/2011 11

Time Frame: Third Nine Weeks Big Idea 10, 11, 13

Objective of Learning: Forms of energy, Energy Transfer and Transformations, Forces and Changes in Motion


How do forces affect the

motion of objects?

2. Energy Transfer and

Transformations (11)

a. Flow of energy

requires a closed circuit

b. Conductors and insulators

of electricity

3. Forces and Changes in Motion

(13)

a. Identify forces that cause

objects to move

push

pull

gravity (acting on falling

objects)

b. Newton’s 3 Laws

Law of Inertia

The greater the mass, the

greater the force needed

to move an object

For every action there is an

equal and opposite

reaction

c. The more mass an object

has the less effect a force

will have on it

d. Balance and unbalanced

forces


illustrate the fact that the flow of

electricity requires a closed circuit

(a complete loop).

___SC.5.P.11.2: Identify and classify

materials that conduct electricity

and materials that do not.

___SC.5.P.13.1 Identify familiar forces

that cause objects to move, such as

pushes or pulls, including gravity

acting on falling objects.

___SC.5.P.13.2 Investigate and

describe that the greater the force

applied to it, the greater the

change in motion of a given object.

___SC5.P.13.3 Investigate and

describe that the more mass an

object has, the less effect a given

force will have on the object’s

motion.

___SC.5.P.13.4 Investigate and

explain that when a force is applied

to an object but it does not move, it

is because another opposing force

is being applied by something in the

environment so that the forces are

balanced.

Review Words:

Electricity

Heat

Light

Magnetic

Mechanical energy

pitch

repel

Attraction

Balanced forces

Motion

speed

Unbalanced forces

Weight

Lab/Activities:

Ch. 6 p. 224

Ch. 6 p. 230

Electrical

connection for

AIMS(see App.)

Ch. 6 p. 244

Ch 7 p. 264

CH 7 p. 284

Ch 8 p. 328

Ch 8 p. 334

Fifth Grade Science Fourth Nine Weeks

REVISED

6/2011 12

Time Frame: Fourth Nine Weeks Big Idea 14, 15, 17

Objective of Learning: Organization and Development of Living Organisms, Diversity and Evolution of Living Organisms (Florida’s

Saltwater Environment) and Interdependence


How do living things

function as a system?

1. Organization and Development

of Living Organisms (14)

a. Interaction of body systems

Organs of the body

systems and their

functions including the

Skin

Brain

Heart

Lungs

Stomach

Liver

Intestines

Pancreas

Muscles

Skeleton

Reproductive organs

Kidneys

Bladder

Sensory organs

b. Compare and contrast the

systems and organs of

plants, animals, and

humans

___SC.5.L.14.1: Identify the organs in

the human body and describe their

functions, including the skin, brain,

heart, lungs, stomach, liver,

intestines, pancreas, muscles and

skeleton, reproductive organs,

kidneys, bladder, and sensory

organs.

___SC.L.14.2: Compare and contrast

the function of organs and other

physical structures of plants and

animals, including humans, for

example: some animals have

skeletons for support -- some with

internal skeletons others with

exoskeletons -- while some plants

have stems for support.

Formal:

teacher

tests/quizzes

Informal:

Workbook pages

Textbook questions

Lab write-ups

Class Activities

Word Wall:

Chapter 8

Bladder

Brain

Cell

Circulatory system

Diaphragm

Digestive system

Excretory system

Exoskeleton

Heart

Intestines

Kidney’s

Lungs

Muscle

Muscular system

Nervous system

Organ

Respiratory system

Skeletal system

Skeleton

Skin

Stomach

System

tissue

trachea


REVISED

6/2011 13





How do living things

interact with their

environments?

2. Diversity and Evolution of Living

Organisms (15)

Florida Saltwater Environment

a. Classifications

Single celled organisms

Protist

Saltwater Animals

Saltwater Plants

b.. Habitat

Saltwater Animals

Saltwater Plants

3. Interdependence (17)

a. Food Chains/Webs

Aquatic

Land

b. Population

Increase and Decrease

c. Plant and Animal

Adaptation

life cycle variations

animal behaviors

physical characteristics

___SC.5.L.15.1: Describe how, when

the environment changes,

differences between individuals

allow some plants and animals to

survive and reproduce while others

die or move to new locations.

__SC.5.L.17.1: Compare and

contrast adaptations displayed by

animals and plants that enable

them to survive in different

environments such as life cycles

variations, animal behaviors and

physical characteristics.

Chapter 9

adaptation

competition

environment

extinct

mutation

species

Review Words:

Behavior

Carnivore

Characteristic

Community

Complete

metamorphosis

Consumer

Ecosystem

Endangered species

Exoskeleton

Food chain

Herbivore

Incomplete

metamorphosis

Inherited trait

Invertebrate

Larva

Life cycle

Nutrient

Nymph

Omnivore

Organism

Population

Predator

Prey


REVISED

6/2011 14





Producer

Pupa

reproduction

vertebrate

Labs/Activities:

Ch 9 p. 372

Ch 9 p. 378

Ch 9 p. 384

“Indian River Lagoon

Activity Book”.

http://www.sjrwmd.c

om/itsyourlagoon/irl

activitybook.htm

Lesson 1-pgs.(1-4

Lesson 2 –pgs (5-8)

Lesson 3-pgs. (9-14)

Lesson 3 (continued)

Also Lesson 4

Lesson 3 (continued)

Lesson 4-pgs. (17-22)

Resources:

Suggested Read

Aloud: “Alligator

Crossing” Covers

Reading and

Science (Fl)

www.aimsedu.org,

food chain

http://www.sjrwmd.com/itsyourlagoon/irlactivitybook.htm




REVISED

6/2011 15

Fifth Grade

Science Curriculum Map

Appendixes

Lab Resources & Labs Correlated to Textbook Pages-Appendix A Book Lists by Topic- Appendix B

Web Resources- Appendix C Next Generation Sunshine State Standards – Appendix D

Fifth Grade Science Lab Resources – Appendix A

REVISED

6/2011 16

Scientific Method of Investigation

(Example for Intermediate)

Question/Purpose

What are you trying to prove/disprove?

What is your reason for doing this experiment?

Gather Information (Brainstorm prior knowledge/experiences,

Internet, books, periodicals, interview experts, etc.)

Hypothesis Educated guess

Procedure Materials

Step-by-step instructions

Variables (constant, manipulated, responding)

Multiple trials for validity

Results Written

Pictorial (tables, graphs, photos, etc.)

Conclusions Prove/disprove hypothesis?

Scientific concept(s) learned

Compare/contrast data

Connections

Extensions


REVISED

6/2011 17

Inquiry Lab Sheet

Name(s)________________________________________Class _________________

Problem Statement:_____________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Research (Background Information)________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Hypothesis: ___________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Experiment Design: ______________________________________ ______________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Conclusions: ____________________________________________ ______________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Extensions (Next steps? Application ?)

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


REVISED

6/2011 18

Name _________________________________________ Date _______________________

Problem:

Will the Grapes Sink or Float in Soda? 1st 9 weeks

Hypothesis:

__________________________________________________________________________________________

________________________________________________________________________________

Materials:

Fresh red or green grapes Magnifying glass

7-Up or Ginger Ale Balance

Clear drinking glasses Beaker

Procedure: (Test your hypothesis)

1. Pour and fill a glass with 150 ml of 7-Up or Ginger Ale

2. Mass your grapes and record

3. Peel the grape with the greatest mass

4. Drop both grapes into the soda and observe

Record your data:

Circle color of grapes -- green or red

Mass of the two grapes: ____________ and _____________

In your observation, did the grapes float or sink? ______________________________

_____________________________________________________________________

What else did you observe? _______________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Analyze your data:

Compare your expectations with your results.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Conclusion:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

_________________________________________________________________


REVISED

6/2011 19

Grape Lab – Teacher’s page

Context

The concept involved in this lesson relates adhesive and cohesive forces (CO2 bubbles adhering to the grape

skin) and the effects of hydrophobic and hydrophilic properties. This activity could be used as the introduction

to a unit about water and hydrogen bonding.

Teaching Model

Experience, Expect, Explain. The students will observe and then have an opportunity to compare their

expectations with the results.

Questions

1. Why does the peeled grape sink to the bottom? 2. Which of

the two grapes is lighter in weight? 3. What makes the

unpeeled grape float? 4. Would an unpeeled grape also

float in water? 5. What property does the grape peel have?

Explanation

This demonstration is suitable for teaching about bonding interactions, i.e. hydrogen bonds. The unpeeled

grape has water-repelling--hydrophobic--properties and thus the CO2 bubbles from the 7-Up can adhere to this

surface.

The peeled grape does not have hydrophobic skin, thus it is hydrophilic--water-attracting. The bubbles of the 7-

Up have no way of adhering to the grape. This causes the grape to stay at the bottom of the glass. The

unpeeled grape becomes lighter in weight, because of the adhering bubbles, and rises to the surface of the

liquid. There is loses come of the bubbles to become heavier again. It may sink for a while, picking up more

bubbles, to bob up to the surface again.


REVISED

6/2011 20

PYSICAL AND CHEMICAL CHANGES 2nd 9 weeks

Essential Question: How can matter change?

NGSSS: SC5.P.9.1 Investigate and describe that many physical and chemical changes are

affected by temperature.

Objectives: Students will investigate and describe physical and chemical changes that occur in

matter.

Engage: Show the PowerPoint, Chemical and Physical Changes.

Explore: Have students decide in their groups whether the changes describe are physical or

chemical. Groups will come to a conclusion after discussion. Record your choices on the index

card.

Explain: Go over the answers with the students. Discuss differences between the group

answers.

Elaborate: Students will conduct investigations in their groups. Pass out supplies to each

group. Materials: vinegar, hydrogen peroxide, baking soda, drink mix powder (such as cool

aide) water, piece of apple, ice, magnifying glasses, plastic cups. Students will record

observations on the data sheet and conclude which type of change resulted.

Type of Matter Change? Record observations Vinegar and Baking soda

Cut apple

Apple in hydrogen peroxide

Food coloring in water

Evaluate: Teacher observations as groups are working. Discuss results of lab and have each

group report their findings. Collect lab sheets for each group.


REVISED

6/2011 21

Names__________________________________________ Date_______


Cut apple



Names___________________________________________ Date_______


Cut apple




REVISED

6/2011 22

Title of Lesson: How can plants weather rocks?

(Use of Scientific Method) 4th 9 weeks

SSS (Number and Benchmark):

Materials Needed:

You will need 6 lima bean seeds, a clean tin can, ¼ cup of sand, a cup of plaster of Paris, water, and

a plastic spoon. Soak the seeds in water for one day.

Safety Concerns/Issues:

As with any experiment, safety goggles to protect the eyes.

Procedures:

After soaking the seeds (or dried lima beans right from the store) put the plaster and sand into the

can. Stir and add water until the mixture looks like thick soup. Work quickly! Use the spoon to smooth

the top of the plaster. Now “plant” the seeds in the plaster about 1 cm below the surface. Smooth

the plaster to cover the holes. Leave the can in a warm place. In a few days, observe the top of the

plaster. Guide the class through the scientific process as you do this experiment.

Assessment of Student Learning:

Steps for the scientific process can be recorded and checked for accuracy and effort.

Teacher Reflection:


REVISED

6/2011 23

Title of Lesson: Predator/Prey Game 4th 9 weeks

NGSSS (Number and Benchmark):

SC.5.L.15.1: Describe how, when the environment changes, differences between individuals

allow some plants and animals to survive and reproduce while others die or move to new locations.

SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to

survive in different environments such as life cycles variations, animal behaviors and physical

characteristics.

Materials Needed: :

Colored cloth arm bands (green for herbivores, red for small predators, orange or yellow for large

predators, white for disease, blue for natural disaster and black for human.

Laminated FOOD CARDS (large index card size green paper, clearly labeled FOOD.

You will need less than 3 times the number of herbivores. Some may have yarn attached so they can

be hung in trees.

Laminated LIFE CARDS (same size but RED).


Played outside in a combination of open woods and thickly wooded area. Planning ahead to insure

area is safe and void of potential accidents.

Procedures:

BEFORE YOU BEGIN: hang food cards in the woods for the herbivores to find. Some will not find 3 and

will starve to death and must come out of the woods. No one can take their life cards once they are

dead. Also tie on colored arm bands and give out life cards and give the herbivores 3 LIFE cards.

TO BEGIN THE GAME: send the herbivores into the woods. Give them about 10 minutes to find 3 food

cards and hide. If they do not find 3 they are dead and must return to “The Cemetery!!”

SEND in the SMALL predators. They must get 3 life cards from the herbivores in order to live. They

must TAG an herbivore to get the card and cannot retag. Give about 5 minutes.

SEND in the LARGE PREDATORS; same rules and about 5 minutes.

SEND in DISEASE, then NATURAL DISASTER, same rules and about 5 minutes for each group.

SEND IN HUMAN: human does not nee4d to tag to get a life card, s/he only needs to call out the

name of the person s/he sees and that player must five HUMAN a life card.


REVISED

6/2011 24

GENERAL RULES: when a player looses all of their life cards, they must leave the game. NO retags, a

victim must be able to escape before being tagged again by the same person. It is very important

to have well established boundaries because going out of the boundaries is death. It is very

important to discuss the game after it is over; how did the kids feel being hunted, what strategies did

they use to survive, that would they do differently, how did they feel about man not having to tag,

etc. You can follow up this game with a circle game to instill how important it is to be quiet in the

woods. This is a good introduction to the next game.


Teacher Reflection:

Created by_ Sharon Behar_(rewritten by Sue Wolf 1985)


REVISED

6/2011 25

Title of Lesson: PLANT AND ANIMAL CELLS

4th 9 weeks (enrichment)

SSS (Number and Benchmark): Big Idea #14

Materials Needed:

copies of a Venn Diagram, overhead projector and transparency of the Venn Diagram,

microscopes and prepared slides of plant and animal cells.


Students should know how to use a microscope correctly.

Procedures:

Review with students the characteristics of plants and animals and the characteristics that set them

apart from the other kingdoms. Reinforce the ideas that cells are the building blocks of all living

things and that the structure of an organism’s cells is one way scientists classify living things into

kingdoms. Remind students that a major difference between plants and animals is the plants make

their own food and animals do not. Alternatively, have students identify the similarities and

differences between plants and animals on their own.

1. Place students into small groups of two to four and give each group a copy of the Venn

diagram.

2. 2. Instruct students to observe the cells carefully and record their observations on the Venn

Diagram; by noting in the outer part of one circle or the other the structures that are unique to

each cell and writing in the circles’ overlapping part the structures that are found in both.

3. After students have had about 10 minutes to make and record their observations, ask students

to make a prediction as to which is the plant cell and which is the animal cell and to back up

their prediction with a reason for their choice.

4. Place the Venn diagram on the overhead, and fill it in as the students dictate what structures

the two cells have in common and what structures are unique to one cell or the other.

5. Have the student groups share their predictions and their reasoning with the class. Record on

the board all predictions and the reasoning behind them.

6. Allow students to use a microscope to look at examples of prepared slides of actual plant and

animal cells to observe their structures.


Venn diagrams or recorded responses in a Science notebook.

Created by___Virginai Department of Education____Date___2006__

Fifth Grade Science Lab Correlation to Textbook – Appendix A

REVISED

6/2011 26

Labs Correlated to Textbook

First Nine Weeks:

Why do scientists use thermometers? P. 14

How can a model help you learn about the real thing? P.22

Which towel absorbs the most water? P. 28

What does a spiral galaxy look like from different angles? P. 44

How does a meteoroid fall through Earth’s atmosphere? P. 64

Second Nine Weeks:

What can happen when salt water evaporates? P. 92

How accurate are weather forecasts? P. 110 What can happen to warm air? P. 124

How can temperature affect a chemical change? P. 196

Third Nine Weeks:

What can affect the sound made by a rubber band? P. 224

What are some colors in white light? P. 230

What can electricity flow through? P.244

How can you make a helicopter drop slowly? P. 264

What forces affect the motion of a rocket? p. 284

What is your reaction? P. 328

What can speed digestion? P. 334

Fourth Nine Weeks:

How can plants survive in the desert? P. 372

Which bird beak can crush seeds? P. 378

What leaf shape helps leaves stay dry? P. 384

Florida Saltwater Environment Refer to unit posted on LCSB website

Other resources not listed by nine weeks:

AIMS “Catch Me If You Can” & “Food Chain & Food Web”

Frank Schaffer Publications, Inc. “Amazing Animals”

Fifth Grade Science Book Resources - Appendix B

REVISED

6/2011 27

First Nine Weeks:

How to Think Like a Scientist: Answers and Questions by the Scientific Method by Stephen Kramer

What Will Happen If-- : Young Children and the Scientific Method by Barbara Sprung, Merle Froschl, Patricia B. Campbell

The scientific method [video recording] a National Geographic Educational presentation; produced by Jim and Elaine

Larison ; writer, Pat Kight.

Energy by Robert Snedden

Electricity by Jean Allen

Second Nine Weeks

Magnetism by John Hudson Tiner ; [photographs by Bonnie Sue ... [et al.]].

Third Nine Weeks

The Magic School Bus Inside a Hurricane by Joanna Cole ; illustrated by Bruce Degen

Scholastic Atlas of Weather writers, Donna Vekteris, Marie-Claude Ouellet ; illustrators, Anouk Noël, Carl Pelletier].

Fourth Nine Weeks

Dying Oceans by Paula Hogan

Oceans : Heather C. Hudak.

Oceans and Seas : Catherine Chambers

The Magic School Bus on the Ocean Floor by Joanna Cole ; illustrated by Bruce Degen

Marshes and Swamps, by Gail Gibbons

Look Once, Look Again at the Seashore by David M. Schwartz

Florida A to Z by Susan Jane Ryan

Why Do My Feet Fall Asleep? : And Other Questions About the Circulatory System by Sharon Cromwell ; photographs by

Richard Smolinski

The Heart and Blood by Steve Parker

The Magic School Bus Inside the Human Body by Joanna Cole ; illustrated by Bruce Degen.

The Digestive and Excretory System / Mazzarella Bros. Productions.

VIDEO Movement : The Muscular and Skeletal System by Jenny Bryan.

Fifth Grade Science Web resources - Appendix C

REVISED

6/2011 28

First Nine Weeks Resources:

Search by Big Idea and grade level

www.floridastandards.org

Search by topic and grade level

www.Aimsedu.org

Scientific Method



www.lessonplanspage.com

Science Teacher Resources:

www.flinnsci.com/resources.asp

Second Nine Weeks



http://www.atlasoftheuniverse.com/


http://www.education.noaa.gov

http://www.bbc.co.uk/schools/podsmission/electricity/













REVISED

6/2011 29


http://www.sciencenetlinks.com/interactives/systems.html

http://www.proteacher.org/c/65_Solar_System.html

http://www.exploratorium.edu/ronh/solar_system/


A curriculum resource from FEMA for elementary students, this site offers explorations on the history of hurricanes, how to

track a hurricane, major disasters, hurricane disaster math, intensity scales, videos, photos, and protection tips.

Third Nine Weeks



www.fcatexplorer.com




http://www.sciencenetlinks.com/interactives/systems.html

http://www.proteacher.org/c/65_Solar_System.html

http://www.exploratorium.edu/ronh/solar_system/



http://www.fcatexplorer.com/




REVISED

6/2011 30

Cool websites about all sorts of weather.

http://info.riverdeep.net/Key=48213.Fp.P.V3wcp

HURRICANES FOR KIDS:

http://info.riverdeep.net/Key=49224.F6.K.L9yTb1


A curriculum resource from FEMA for elementary students, this site offers explorations on the history of hurricanes, how to

track a hurricane, major disasters, hurricane disaster math, intensity scales, videos, photos, and protection tips.

Fourth Nine Weeks



http://www.fi.edu/brain/index.htm

Coloring Book of plants and animals found along Florida’s coast.

http://www.sjrwmd.com/publications/pdfs/cb_irl.pdf

*SJRWMD-exper.#9

Estuary in a test tube.

http://www.sjrwmd.com/education/waterways/students/lesson9/experiment.html

*II Adoption of Little

Shrimpers:

A Brine Shrimp Activity

http://www.kbs.msu.edu/k12/resources/documents/seaMonkeyAdventures-LessonPlan.doc

Coral Reef Teacher’s Guide (A complete unit about the coral reef’s ecosystem)

http://www.reefrelief.org/publications/print/pdf/Teachers_Guide.pdf

http://info.riverdeep.net/Key=48213.Fp.P.V3wcp

http://info.riverdeep.net/Key=49224.F6.K.L9yTb1



http://www.fi.edu/brain/index.htm

http://www.sjrwmd.com/publications/pdfs/cb_irl.pdf

http://www.sjrwmd.com/education/waterways/students/lesson9/experiment.html

http://www.kbs.msu.edu/k12/resources/documents/seaMonkeyAdventures-LessonPlan.doc

http://www.reefrelief.org/publications/print/pdf/Teachers_Guide.pdf


REVISED

6/2011 31

copyright: Permission to reproduce for classroom use only without prior written approval.

#1 Photo Bank

http://www.reefrelief.org/Image_archive/fish/fish_index.html

#2 Photo Bank

http://www.coral.org/resources/photo_bank

Double click to enlarge the photo. Go to the bottom of the page and click on a different # to change the photo. (Also,

a searchable photo bank)

http://www.reefrelief.org/Image_archive/fish/fish_index.html

http://www.coral.org/resources/photo_bank

Fifth Grade Science Next Generation Sunshine State Standards Appendix D

REVISED

6/2011 32

Fifth Grade Science Benchmarks

Benchmark# Description Idea/Standard

Body Of

Knowledge/

Strand

Cognitive

Complexity

Rating

Date

Adopted/

Revised

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.

Earth in Space and

Time

Earth and

Space

Science

Low 02/08

SC.5.E.5.2

Recognize the major common characteristics of

all planets and compare/contrast the properties of

inner and outer planets.

Earth in Space and

Time

Earth and

Space

Science

Moderate 02/08

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.

Earth in Space and

Time

Earth and

Space

Science

High 02/08

SC.5.E.7.1

Create a model to explain the parts of the water

cycle. Water can be a gas, a liquid, or a solid and

can go back and forth from one state to another.

Earth Systems and

Patterns

Earth and

Space

Science

High 02/08

SC.5.E.7.2

Recognize that the ocean is an integral part of

the water cycle and is connected to all of Earth's

water reservoirs via evaporation and

precipitation processes.

Earth Systems and

Patterns

Earth and

Space

Science

Moderate 02/08

SC.5.E.7.3

Recognize how air temperature, barometric

pressure, humidity, wind speed and direction,

and precipitation determine the weather in a

particular place and time.

Earth Systems and

Patterns

Earth and

Space

Science

Moderate 02/08

SC.5.E.7.4

Distinguish among the various forms of

precipitation (rain, snow, sleet, and hail), making

connections to the weather in a particular place

and time.

Earth Systems and

Patterns

Earth and

Space

Science

High 02/08


REVISED

6/2011 33


Body Of

Knowledge/

Strand

Cognitive

Complexity

Rating

Date

Adopted/

Revised

SC.5.E.7.5

Recognize that some of the weather-related

differences, such as temperature and humidity,

are found among different environments, such as

swamps, deserts, and mountains.

Earth Systems and

Patterns

Earth and

Space

Science

Moderate 02/08

SC.5.E.7.6

Describe characteristics (temperature and

precipitation) of different climate zones as they

relate to latitude, elevation, and proximity to

bodies of water.

Earth Systems and

Patterns

Earth and

Space

Science

High 02/08

SC.5.E.7.7

Design a family preparedness plan for natural

disasters and identify the reasons for having such

a plan.

Earth Systems and

Patterns

Earth and

Space

Science

Moderate 02/08

SC.5.L.14.1

Identify the organs in the human body and

describe their functions, including the skin,

brain, heart, lungs, stomach, liver, intestines,

pancreas, muscles and skeleton, reproductive

organs, kidneys, bladder, and sensory organs.

Organization and

Development of

Living Organisms

Life Science Moderate 02/08

SC.5.L.14.2

Compare and contrast the function of organs and

other physical structures of plants and animals,

including humans, for example: some animals

have skeletons for support -- some with internal

skeletons others with exoskeletons -- while some

plants have stems for support.

Organization and

Development of

Living Organisms

Life Science Moderate 02/08

SC.5.L.15.1

Describe how, when the environment changes,

differences between individuals allow some

plants and animals to survive and reproduce

while others die or move to new locations.

Diversity and

Evolution of

Living Organisms

Life Science High 02/08

SC.5.L.17.1 Compare and contrast adaptations displayed by Interdependence Life Science Moderate 02/08


REVISED

6/2011 34


Body Of

Knowledge/

Strand

Cognitive

Complexity

Rating

Date

Adopted/

Revised

animals and plants that enable them to survive in

different environments such as life cycles

variations, animal behaviors and physical

characteristics.

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 data in charts, tables, and graphics,

analyze information, make predictions, and

defend conclusions.

The Practice of

Science

Nature of

Science High 02/08

SC.5.N.1.2 Explain the difference between an experiment

and other types of scientific investigation.

The Practice of

Science

Nature of

Science Moderate 02/08

SC.5.N.1.3 Recognize and explain the need for repeated

experimental trials.

The Practice of

Science

Nature of


SC.5.N.1.4 Identify a control group and explain its

importance in an experiment.

The Practice of

Science

Nature of


SC.5.N.1.5

Recognize and explain that authentic scientific

investigation frequently does not parallel the

steps of "the scientific method."

The Practice of

Science

Nature of


SC.5.N.1.6

Recognize and explain the difference between

personal opinion/interpretation and verified

observation.

The Practice of

Science

Nature of


SC.5.N.2.1 Recognize and explain that science is grounded

in empirical observations that are testable;

The Characteristics

of Scientific

Nature of



REVISED

6/2011 35


Body Of

Knowledge/

Strand

Cognitive

Complexity

Rating

Date

Adopted/

Revised

explanation must always be linked with

evidence.

Knowledge

SC.5.N.2.2

Recognize and explain that when scientific

investigations are carried out, the evidence

produced by those investigations should be

replicable by others.

The Characteristics

of Scientific

Knowledge

Nature of


SC.5.P.8.1

Compare and contrast the basic properties of

solids, liquids, and gases, such as mass, volume,

color, texture, and temperature.

Properties of

Matter

Physical


SC.5.P.8.2

Investigate and identify materials that will

dissolve in water and those that will not and

identify the conditions that will speed up or slow

down the dissolving process.

Properties of

Matter

Physical

Science High 02/08

SC.5.P.8.3

Demonstrate and explain that mixtures of solids

can be separated based on observable properties

of their parts such as particle size, shape, color,

and magnetic attraction.

Properties of

Matter

Physical


SC.5.P.8.4

Explore the scientific theory of atoms (also

called atomic theory) by recognizing that all

matter is composed of parts that are too small to

be seen without magnification.

Properties of

Matter

Physical

Science Low 02/08

SC.5.P.9.1 Investigate and describe that many physical and

chemical changes are affected by temperature. Changes in Matter

Physical

Science High 02/08

SC.5.P.10.1

Investigate and describe some basic forms of

energy, including light, heat, sound, electrical,

chemical, and mechanical.

Forms of Energy Physical


SC.5.P.10.2 Investigate and explain that energy has the Forms of Energy Physical High 02/08


REVISED

6/2011 36


Body Of

Knowledge/

Strand

Cognitive

Complexity

Rating

Date

Adopted/

Revised

ability to cause motion or create change. Science

SC.5.P.10.3

Investigate and explain that an electrically-

charged object can attract an uncharged object

and can either attract or repel another charged

object without any contact between the objects.


Science High 02/08

SC.5.P.10.4

Investigate and explain that electrical energy can

be transformed into heat, light, and sound

energy, as well as the energy of motion.


Science High 02/08

SC.5.P.11.1

Investigate and illustrate the fact that the flow of

electricity requires a closed circuit (a complete

loop).

Energy Transfer

and

Transformations

Physical


SC.5.P.11.2 Identify and classify materials that conduct

electricity and materials that do not.

Energy Transfer

and

Transformations

Physical


SC.5.P.13.1

Identify familiar forces that cause objects to

move, such as pushes or pulls, including gravity

acting on falling objects.

Forces and

Changes in Motion

Physical

Science Low 02/08

SC.5.P.13.2

Investigate and describe that the greater the force

applied to it, the greater the change in motion of

a given object.

Forces and

Changes in Motion

Physical


SC.5.P.13.3

Investigate and describe that the more mass an

object has, the less effect a given force will have

on the object's motion.

Forces and

Changes in Motion

Physical


SC.5.P.13.4

Investigate and explain that when a force is

applied to an object but it does not move, it is

because another opposing force is being applied

by something in the environment so that the

Forces and

Changes in Motion

Physical

Science High 02/08


REVISED

6/2011 37


Body Of

Knowledge/

Strand

Cognitive

Complexity

Rating

Date

Adopted/

Revised

forces are balanced.

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