Science Grade 5

Nature of Science
2015 - 2016
Fifth Grade
SCIENCE
Curriculum Map
Volusia County Schools
Next Generation Sunshine State Standards

1

Elementary Science Department
Grade 5 Science Curriculum Map

July 2015
Authorization for reproduction of this document is hereby granted.

All trademarks and trade names found in this publication are the property of their respective owners
and are not associated with the publisher of this publication.
Questions regarding use of this publication should be sent to the following:
Volusia County Schools Elementary Science Department

Laura Herrera
Elementary Science Specialist
laherrer@volusia.k12.fl.us
DeLand, Florida


July 2015
Table of Contents
I. Next Generation Sunshine State Standards
A. Fifth Grade Overview.........
B. Fifth Grade Instructional Scope and Sequence..
4
5
II. Making Connections

A. Health/Language Arts/Mathematics/Technology.....
B. Standards for Mathematical Practice...
6
7
III. Science Process Skills: Basic and Integrated
IV. 5E Learning Cycle: An Instructional Model..............................
V. Webbs Depth of Knowledge

A. Model of Cognitive Complexity.....................................................................................
B. Question Stems...
10
11
VI. Fair Game Benchmarks Reference for grades 3 and 4.
13
VII. Units of Study

A. Introduction to Practice of Science.......
B. Space.....
C. Weather & Climate.......
D. Matter.....
E. Energy & Motion.......
F. Life......
G. Practice of Science...
15
19
22
26
29
34
39
VIII. Appendices
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Formative Assessment Strategies..

Digital Program Access Information...
Read Works...
Supplemental Literature...
41
51
52
54
IX. Glossary of Terms for the Science Curriculum Map.....
56


July 2015
Next Generation Sunshine State Standards

The Next Generation Sunshine State Standards for science are organized by grade level for grades K-8 and by Bodies of
Knowledge for grades 9-12. Eighteen Big Ideas are encompassed in grades K-12 and build in rigor and depth as students
advance. Each grade level includes benchmarks from the four Bodies of Knowledge (Nature of Science, Life Science,
Earth and Space Science, and Physical Science).
Fifth Grade Overview

Fifth Grade focuses instructional delivery for science within the following twelve (12) Big Ideas/Standards:
Nature of Science
Big Idea 1 The Practice of Science
Big Idea 2 The Characteristics of Scientific Knowledge
Earth and Space Science
Big Idea 5 Earth in Space and Time
Big Idea 7 Earth Systems and Patterns
Physical Science
Big Idea 8 Properties of Matter
Big Idea 9 Changes in Matter
Big Idea 10 Forms of Energy
Big Idea 11 Energy Transfer and Transformations
Big Idea 13 Forces and Changes in Motion
Life Science
Big Idea 14 Organization and Development of Living Organisms
Big Idea 15 Diversity and Evolution of Living Organisms
Big Idea 17 Interdependence


July 2015
Fifth Grade
Instructional Scope and Sequence
Weeks of
Instruction
Instructional
Scope
Instructional
Sequence
Body of
Knowledge
Volusia Science Test

(VST)
Weeks 1 4
Introduction to
Practice of Science
August 24 September 18
Nature of Science
Introduction to Practice of Science
Weeks 5 6
Space
September 22 October 2
05 Volusia Science Test 1 (2015-2016)
Weeks 7 12
Weather & Climate
October 5 November 13
Earth and Space

Science
Weeks 13 17
Matter
November 16 December 18
Physical Science
(will be assessed at the end of the year)
(Testing Window: November 9-13)
(Testing Window: February 22-26)
Weeks 18 25
Energy & Motion
January 4 February 26
Weeks 26 30
Life
February 29 April 8
Life Science
Weeks 31 39
Practice of Science
April 11 June 7
Nature of Science
(Testing Window: April 4-8)

(Testing Window: May 31-June 7)
Formative Assessment Strategies are included on pages 41-50.

Digital Program Access Information is included on page 51.
What is RARE?
RARE is a period of time (usually one week) at the end of each instructional unit dedicated to the
preparation and administration of the VST, analysis of data, and response to learning needs.
eview
an opportunity to ensure student

understanding of science concepts and
skills in preparation for the
administration of the VST
ssess
an opportunity to evaluate the degree of

student understanding of science
concepts and skills through the
administration of the VST

emediate
an opportunity to revisit science

concepts and skills in need of
additional instructional support
identified through an analysis of the
VST data
nrich
an opportunity to engage in challenging

extensions of mastered science
concepts and skills identified through an
analysis of the VST data

July 2015
MAKING CONNECTIONS
Health (NGSSS) / Language Arts (LAFS) / Mathematics (MAFS) / Technology (ISTE)
HEALTH
Students will:
HE.5.C.1.6
Explain how human body parts and organs work together in healthy body systems, including the endocrine and reproductive systems.
LANGUAGE ARTS
Students will:
LAFS.5.RI.1.3
Explain the relationship or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text.
LAFS.5.RI.2.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
LAFS.5.RI.4.10
By the end of the year, read and comprehend information texts, including history/social studies, science, and technical texts, at the high end of the grades
4-5 text complexity band independently and proficiently.
LAFS.5.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
LAFS.5.W.3.8
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources.
LAFS.5.W.3.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., Compare and contrast two or more characters, settings, or events in a story or a drama,
drawing on specific details in the text [e.g., how characters interact]).
b. Apply grade 5 Reading standards to information texts (e.g., Explain how an author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which point[s]).
MATHEMATICS
Students will:
MAFS.5.G.1.1
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with
the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number
indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis,
with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
MAFS.1.MD.2.2
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems
involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker
would contain if the total amount in all the beakers were redistributed equally.
TECHNOLOGY
Students will:
Creativity and innovation
Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Communication and
collaboration
Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the
learning of others.
Research and
informational fluency
Apply digital tools to gather, evaluate, and use information.
Critical thinking, problem

solving, and decision
making
Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and
resources.
Digital Citizenship
Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Technology operations
and concepts
Demonstrate a sound understanding of technology concepts, systems, and operations.


July 2015
MAKING CONNECTIONS
Standards for Mathematical Practice
Students will:
Make sense of problems and persevere in solving them. (SMP.1)
Solving a mathematical problem involves making sense of what is known and applying a thoughtful and logical
process which sometimes requires perseverance, flexibility, and a bit of ingenuity.
Reason abstractly and quantitatively. (SMP.2)

The concrete and the abstract can complement each other in the development of mathematical understanding:
representing a concrete situation with symbols can make the solution process more efficient, while reverting to a
concrete context can help make sense of abstract symbols.
Construct viable arguments and critique the reasoning of others. (SMP.3)

A well-crafted argument/critique requires a thoughtful and logical progression of mathematically sound statements and
supporting evidence.
Model with mathematics. (SMP.4)

Many everyday problems can be solved by modeling the situation with mathematics.
Use appropriate tools strategically. (SMP.5)

Strategic choice and use of tools can increase reliability and precision of results, enhance arguments, and deepen
mathematical understanding.
Attend to precision. (SMP.6)

Attending to precise detail increases reliability of mathematical results and minimizes miscommunication of
mathematical explanations.
Look for and make use of structure. (SMP.7)

Recognizing a structure or pattern can be the key to solving a problem or making sense of a mathematical idea.
Look for and express regularity in repeated reasoning. (SMP.8)

Recognizing repetition or regularity in the course of solving a problem (or series of similar problems) can lead to
results more quickly and efficiently.


July 2015
Science Process Skills: Basic and Integrated

Observing: using your senses to gather information about an object or event; a description of what is
actually perceived; information that is considered to be qualitative data
Measuring: using standard measures or estimations to describe specific dimensions of an object or
event; information considered to be quantitative data
Inferring: formulating assumptions or possible explanations based upon observations
Classifying: grouping or ordering objects or events into categories based upon characteristics or
defined criteria
Predicting: guessing the most likely outcome of a future event based upon a pattern of evidence
Communicating: using words, symbols, or graphics to describe an object, action, or event
Formulating Hypotheses: stating the proposed solutions or expected outcomes for experiments; proposed
solutions to a problem must be testable
Identifying Variables: stating the changeable factors that can affect an experiment; important to change only
the variable being tested and keep the rest constant
Defining Variables: explaining how to measure a variable in an experiment
Designing Investigations: designing an experiment by identifying materials and describing appropriate steps in a
procedure to test a hypothesis
Experimenting: carrying out an experiment by carefully following directions of the procedure so the
results can be verified by repeating the procedure several times
Acquiring Data: collecting qualitative and quantitative data as observations and measurements
Organizing Data: making data tables and graphs for data collected
Analyzing Investigations: interpreting data, identifying errors, evaluating the hypothesis, formulating conclusions,
and recommending further testing when necessary


July 2015
5E Learning Cycle: An Instructional Model

ENGAGEMENT
EXPLORATION
EXPLANATION
ELABORATION
EVALUATION
The engagement phase of the model

is intended to capture students
interest and focus their thinking
on the concept, process, or skill
that is to be learned.
The exploration phase of the model is

intended to provide students with a
common set of experiences from
which to make sense of the concept,
process or skill that is to be learned.
The explanation phase of the model is

intended to grow students
understanding of the concept,
process, or skill and its associated
academic language.
The elaboration phase of the model is

intended to construct a deeper
understanding of the concept,
process, or skill through the
exploration of related ideas.
The evaluation phase of the model is

intended to be used during all phases
of the learning cycle driving the
decision-making process and
informing next steps.
During this engagement phase,

the teacher is on center stage.
During the exploration phase,

the students come to center stage.
During the explanation phase,

the teacher and students
share center stage.
During the elaboration phase,

share center stage.
During the evaluation phase,

share center stage.
What does the teacher do?

create interest/curiosity
raise questions
elicit responses that uncover
student thinking/prior knowledge
(preview/process)
remind students of previously taught
concepts that will play a role in
new learning
familiarize students with the unit

provide necessary materials/tools
pose a hands-on/minds-on problem
for students to explore
provide time for students to puzzle
through the problem
encourage students to work
together
observe students while working
ask probing questions to redirect
student thinking as needed

ask for justification/clarification of
newly acquired understanding
use a variety of instructional
strategies
use common student experiences
to:
o develop academic language
o explain the concept
use a variety of instructional
strategies to grow understanding
use a variety of assessment
strategies to gauge understanding

provide new information that
extends what has been learned
provide related ideas to explore
pose opportunities (examples and
non-examples) to apply the
concept in unique situations
remind students of alternate ways to
solve problems
encourage students to persevere in
solving problems

observe students during all phases
of the learning cycle
assess students knowledge and
skills
look for evidence that students are
challenging their own thinking
present opportunities for students to
assess their learning
ask open-ended questions:
o What do you think?
o What evidence do you have?
o How would you explain it?
What does the student do?
show interest in the topic

reflect and respond to questions
ask self-reflection questions:
o What do I already know?
o What do I want to know?
o How will I know I have learned
the concept, process, or skill?
make connections to past learning
experiences
manipulate materials/tools to
explore a problem
work with peers to make sense of
the problem
articulate understanding of the
problem to peers
discuss procedures for finding a
solution to the problem
listen to the viewpoint of others
generate interest in new learning

explore related concepts
apply thinking from previous
learning and experiences
interact with peers to broaden ones
thinking
explain using information and
experiences accumulated so far
participate actively in all phases of

the learning cycle
demonstrate an understanding of
the concept
solve problems
evaluate own progress
answer open-ended questions with
precision
ask questions
Evaluation of Exploration
The role of evaluation during the
exploration phase is to gather an
understanding of how students are
progressing towards making sense of
a problem and finding a solution.
record procedures taken towards

the solution to the problem
explain the solution to a problem
communicate understanding of a
concept orally and in writing
critique the solution of others
comprehend academic language
and explanations of the concept
provided by the teacher
assess own understanding through
the practice of self-reflection
Evaluation of Explanation
explanation phase is to determine the
students degree of fluency (accuracy
and efficiency) when solving
problems.
Strategies and procedures used by

students during this phase are
highlighted during explicit instruction in
the next phase.
Conceptual understanding, skill

refinement, and vocabulary acquisition
during this phase are enhanced
through new explorations.
Application of new knowledge in

unique problem solving situations
during this phase constructs a deeper
and broader understanding.
The concept, process, or skill is

formally explained in the next phase
of the learning cycle.
The concept, process, or skill is

elaborated in the next phase
The concept, process, or skill has

been and will be evaluated as part
of all phases of the learning cycle.
Evaluation of Engagement
engagement phase is to gain access
to students thinking during the
pre-assessment event/activity.
Conceptions and misconceptions
currently held by students are
uncovered during this phase.
These outcomes determine the
concept, process, or skill to be
explored in the next phase

Evaluation of Elaboration
elaboration phase is to determine the
degree of learning that occurs
following a differentiated approach to
meeting the needs of all learners.

July 2015
Webbs Depth of Knowledge (DOK) Model of Cognitive Complexity

LOW COMPLEXITY
Level 1
MODERATE COMPLEXITY
Level 2
HIGH COMPLEXITY
Level 3
HIGH COMPLEXITY
Level 4
(Recall)
(Basic Application of Concepts and Skills)
(Strategic Thinking & Complex Reasoning)
(Extended Thinking & Complex Reasoning)
This level is the recall of information

such as a fact, definition, or term, as
well as performing a simple science
process or procedure. Level 1 only
requires students to demonstrate a rote
response; use a well-known formula;
follow a set, well-defined procedure
(like a recipe); or perform a clearly
defined series of steps.
Some examples are:
Recall or recognize a fact, term, or
property.
Represent in words or diagrams a
scientific concept or relationship.
Provide or recognize a standard
scientific representation for simple
phenomena.
Perform a routine procedure, such
as measuring length.
Identify familiar forces (e.g.,
pushes, pulls, gravitation, friction,
etc.).
Identify objects and materials as
solids, liquids, and gases.
This level includes the engagement of

some mental processing beyond
recalling or reproducing a response.
The content knowledge or process
involved is more complex than in Level
1. Level 2 requires that students make
some decisions as to how to approach
the question or problem. Level 2
activities include making observations,
and collecting data; classifying,
organizing, and comparing data; and
representing and displaying data in
tables, graphs, and charts.
Some examples are:
Specify and explain the
relationships among facts, terms,
properties, and variables.
Identify variables, including
controls, in simple experiments.
Distinguish between experiments
and systematic observations.
Describe and explain examples
and non-examples of science
concepts.
Select a procedure according to
specified criteria, and perform it.
Formulate a routine problem given
data and conditions.
Organize and represent data.
This level requires reasoning, planning,

using evidence, and a higher level of
thinking than the previous two levels.
The cognitive demands at Level 3 are
complex and abstract because the
multi-step task requires more
demanding reasoning than Level 2.
Level 3 activities include drawing
conclusions from observations; citing
evidence and developing a logical
argument for concepts; explaining
phenomena in terms of concepts; and
using concepts to solve non-routine
problems.
Some examples are:
Identify research questions and
design investigations for a scientific
problem.
Design and execute an experiment
or systematic observation to test a
hypothesis or research question.
Develop a scientific model for a
complex situation.
Form conclusions from
experimental data.
Cite evidence that living systems
follow the laws of conservation of
mass and energy.
Explain the physical properties of
the sun and its dynamic nature and
connect them to conditions and
events on Earth.
This level has the same high cognitive

demands as Level 3 with the additional
requirement that students work over an
extended period of time or with
extended effort. Students are required
to make several connectionsrelating
ideas within the content area or among
content areasand have to select or
devise one approach among many
alternatives for how the situation or
problem can be solved. It is important
to note that the extended time period is
not a distinguishing factor if the
required work is only repetitive and
does not require the application of
significant conceptual understanding
and higher-order thinking.
Some examples are:
Based on provided data from a
complex experiment that is novel to
the student, deduce the
fundamental relationship among
several variables.
Conduct an investigation, from
specifying a problem to designing
and carrying out an experiment and
analyzing data and forming
conclusions.
Produce a detailed report of a
scientific experiment or systematic
observation, and infer conclusions
based upon evidence obtained.
More information about Floridas DOK levels is available online at http://www.cpalms.org/cpalms/dok.aspx.
10


July 2015
is the recall of information such as a fact,

definition, or term as well as performing
a simple science process or procedure.
Level 1 only requires students to
demonstrate a rote response, restate
information in their own words, and/or
follow or perform a well-defined
procedure.
Level 1
Recall or Reproduction
Adapted from the Florida Interim Assessment Item Bank and Test Platform
Levels of Depth of Knowledge for Science
Level 2
Basic Application
Some Examples of
Level 2 Performance
Read and interpret information from a simple
graph.
Designate and explain the relationships among
facts, terms, properties, and variables (e.g.,
compare physical properties of solids, liquids,
and gases).
Identify variable and controls in simple
experiments.
Distinguish between experiments and
systematic observations.
Describe and explain examples and nonexamples of science concepts (e.g., flowering
and non-flowering plants).
Select a procedure according to specified
criteria, and perform it.
Formulate a routine problem given data and
conditions.
Question Stems
Explain how _____ affected _____.
Apply what you have learned to _____.
Compare/contrast.
How would you classify _____?
What could you use to classify?
How are _____ alike? Different?
Summarize.
What do you notice about _____?
What do you observe? Infer?
What are some examples of _____?
What are some non-examples of _____?
Given the data, what was the testable question?
What variable is being tested?
What is the control group?
What procedure would you use?
is engaging in a mental process that

goes
beyond
basic
recall
or
reproduction, requiring two or more
steps before giving a response.
Students are asked to apply their
knowledge of content on a simple level.
Level 2 requires student to make some
decisions as to how to approach a
question or problem such as to classify,
organize, and compare data.
Some Examples of
Level 1 Performance
Recall or recognize a fact, term, or property
(e.g., how speed is determined).
Represent a scientific concept or relationship
in words or diagrams.
Retrieve information from a chart, table,
diagram, or graph.
Recognize a standard scientific representation
of a simple phenomenon (e.g., water cycle
model).
Identify common examples of topics, objects,
and materials (e.g., familiar forces and
invertebrates).
Perform a routine procedure such as
measuring length.
Question Stems
What is (was) _____?
What _____ did you use?
What are some examples of _____?
How many _____?
Identify the _____?
Make a listing of _____?
Why did you choose _____?
How would you describe _____?
How can you recognize _____?
When did _____ happen?
Recall what happened.
What happened when _____?
Retell.
Draw.
Select or retrieve _____?
What data represents _____?
Which _____ has the most? Least?
Read your data table, chart, or graph.
Is _____ on the graph?
What pattern is seen when _____?

July 2015
11
Level 4
Extended Thinking
Some Examples of
Level 4 Performance
Relate scientific concepts to other content
areas (e.g., impact of environment changes).
Develop generalizations of the results obtained
and apply them to new situations (e.g., predict
the weather in a particular place and time).
Select or devise an approach among many
alternatives for how a situation or problem is to
be solved.
Analyze multiple sources of evidence.
Apply understanding in a new way, provide
argument or justification for the application
(e.g., using inertia).
Conduct an investigation, from specifying a
problem to designing and carrying out an
experiment and analyzing data and forming
conclusions.
Question Stems/Tasks
What information can you gather to support your
idea about _____?
Apply information from one text to another text to
develop a persuasive argument.
Write a research paper/thesis on a topic from
multiple sources.
Judge the value of material for a given purpose.
Consider multiple lines of inquiry to explain a
particular scientific theory (e.g., conservation
of mass and inertia).
Produce a detailed report of a scientific
experiment or systematic observation, and
infer conclusions based upon evidence
obtained.
Provide time for extended thinking.
Assess through performance and open-ended
activities.
requires the same high cognitive

demands as Level 3 with the additional
requirement that students work over an
extended period of time and/or with
extended effort. Level 4 assessment
items require significant thought.
Level 3
Strategic Thinking
Some Examples of
Level 3 Performance
requires reasoning, planning, using

evidence, and complex and abstract
thinking. The complexity results from
there being multiple correct responses in
which student justification is necessary
and thorough. Level 3 asks students to
cite evidence when developing a logical
argument and to explain scientific
phenomena in terms of concepts.
Design and execute an experiment or

systematic observation to test a hypothesis or
research question.
Design and develop a scientific model to
explain a scientific concept or theory.
Form conclusions from experimental data.
Cite evidence for scientific theory (e.g., energy
is neither lost nor created within food chains
and electrical circuits).
Compare information within or across data
sets (several monthly temperature graphs of
the same city).
Explain how political, social, and economic
concerns can affect science, and vice versa.
Explain the properties of the sun and its
position within the solar system and then
connect this knowledge to the condition and
events occurring on Earth.
Question Stems
What conclusions can you draw?
How would you test _____?
What would the outcome be if _____?
What features of the graph should be considered
when _____?
What question could we ask now?
What evidence should be considered?
Explain your thinking when there is more than
one answer. Elaborate.
Formulate a reason as to why _____?
Which facts support _____?
What is the best answer? Why?
How would you adapt _____ to create a different
_____?
How is _____ related to _____?

July 2015
12
Fair Game Benchmark Reference for grades 3 and 4

Expected learning from grades 3 and 4 that is fair game on Science FCAT 2.0 in grade 5.
Refer to this section when formulating an action plan based upon student performance on the beginning- and mid-year progress monitoring tool
(State Mandated Test 1 and 2).
LIFE SCIENCE
Plants (SC.3.L.14.1, SC.3.L.14.2, SC.4.L.16.1)
plant structures and their functions (food production, support, water/nutrient absorption and transportation, and reproduction)
plants responses to stimuli (heat, light, and gravity)
reproduction of flowering (seeds) and nonflowering plants such as moss and ferns (spores)
parts of a flower (e.g., stamen, pistil, ovary, petals, pollen/sperm, eggs)
germination, pollination, fertilization, seed dispersal
Plant and Animal Classification (SC.3.L.15.1, SC.3.L.15.2)
classification of flowering and non-flowering plants into major groups (those who produce seeds and those who produce spores)
classification of animals into vertebrates (fish, mammals, birds, reptiles, amphibians) and invertebrates (only arthropods) according to physical
characteristics and behaviors (e.g., those which give live birth vs. those which lay eggs, cold-blooded vs. warm-blooded, lungs vs. gills)
Heredity (SC.4.L.16.2, SC.4.L.16.3)
characteristics (traits) of plants are inherited by offspring from parents (e.g., type of plant, color of flower, leaf shape, size)
characteristics (traits) of animals are inherited by offspring from parents (e.g., freckles, height, dimples, eye color)
characteristics (traits) of animals are learned/acquired by the environment (e.g., hair color and length, playing an instrument, reading)
examples of animal behaviors may be shaped by heredity or learning
o instinctive behaviors: hibernation, migration, hunting, protecting young
o learned behaviors: using tools, language, hunting, playing sports, writing
Plant and Animal Life Cycles (SC.4.L.16.4)
life cycle of flowering and non-flowering plants (seed, seedling, mature adult, reproduction)
life cycle of insects that go through complete metamorphosis/4-stages (egg, larva, pupa, adult)
life cycle of insects that go through incomplete metamorphosis/3-stages (egg, nymph, adult)
life cycle of animals (egg, embryo, infant, adolescent, adult)
Seasonal Changes (SC.3.L.17.1, SC.4.L.17.1)
animals respond (are adapted) to changing seasons (e.g., clothing, hibernation, migration, shedding, birth, color change)
seasonal changes (e.g., dormancy, leaves changing color and falling) in Florida plants compared to those in other regions of the country
seasonal changes (e.g., color change, body covering change, hibernation, migration) in Florida animals compared to those in other regions of the
country
Lifes Energy (SC.3.L.17.2, SC.4.L.17.2, SC.4.L.17.3)
energy is transferred from the sun through a food chain (flow of energy)
plants are producers that make their own food using carbon dioxide, water, and energy from the sun
animals are consumers that obtain energy from the plants and/or animals they eat
types of consumers (carnivore, herbivore, omnivore)
13


July 2015
Fair Game Benchmark Reference

Grades 3-4
Expected learning from grades 3 and 4 that is fair game on Science FCAT 2.0 in grade 5.
EARTH SCIENCE
Rocks and Minerals (SC.4.E.6.1, SC.4.E.6.2)
physical properties of common earth-forming minerals (hardness, color, luster, cleavage, and streak color)
role of minerals in the formation of rocks
three categories of rocks (igneous formed from molten rock; sedimentary pieces of other rocks/sediment cemented together and fossilized
organisms; metamorphic formed from heat and pressure)
Renewable and Nonrenewable Resources (SC.4.E.6.3, SC.4.E.6.6)
renewable and nonrenewable resources found on Earth
natural resources found in Florida (water, phosphate, oil, limestone, silica, wind, and solar energy)
Weathering and Erosion (SC.4.E.6.4)
process of physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants)
process of erosion (movement of rock by gravity, wind, water, and ice)
Heat Loss/Heat Gain (SC.3.E.6.1)
the energy from the sun can heat objects (gain heat) and when the sun is not present, heat may be lost (lose heat).
the suns presence, visible or not visible, will impact objects (e.g., size, shape, state, color, temperature).
PHYSICAL SCIENCE
Volume and Water Displacement (SC.3.P.8.2)
measure volume of solids by calculating the amount of water displaced in a container (graduated cylinder)
used for both regular and irregular shapes (wooden cube, shell, rock, coin, marble, dice)
Heat Flow (SC.4.P.11.1)

heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
Resources that may support the review and remediation of these concepts throughout the school year include, but are not limited to, the following:
HMH Think Central (digital resource for grades 3 and 4)

SRE: Science inSpiRE (support located on DOD)
Making LIFE Easier (lessons located on DOD)
Florida COACH Standards-based Instruction (printed resource for grades 3 and 4)
14


July 2015
PACING: Weeks 1 4
August 24 September 18
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE

Unit of Study: Introduction to Practice of Science
Kindergarten SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5

First Grade SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3
Second Grade SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.3, SC.2.N.1.4, SC.2.N.1.5, SC.2.N.1.6
Third Grade SC.3.N.1.1, SC.3.N.1.2, SC.3.N.1.3, SC.3.N.1.4, SC.3.N.1.5, SC.3.N.1.6, SC.3.N.1.7
Fourth Grade SC.4.N.1.1, SC.4.N.1.2, SC.4.N.1.3, SC.4.N.1.4, SC.4.N.1.5, SC.4.N.1.6, SC.4.N.1.7, SC.4.N.1.8, SC.4.N.2.1, SC.4.E.6.5
Prerequisite
Learning
Topics
Week 1
Introduction to
Science
Learning Targets/Skills
Note: Learning targets beginning with review indicate instruction from previous grades.
Benchmarks
Recognize and explain that science is grounded in empirical observations that are testable; explanation must
always be linked with evidence.
SC.5.N.2.1
Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.1.6
Students will:
set up a science notebook that will be used all year by students.
explain that science is grounded on evidence-based observations that are testable.
review the difference between verified observations (evidence) and inferences

(explanations linked to evidence).
explain the difference between verified observation (fact) and personal opinion/
interpretation (bias).
o
o
Also assesses
SC.3.N.1.7
SC.4.N.1.7
Vocabulary
evidence
explanations
inference
verified observation
personal opinion/
interpretation
science
science notebook
scientist
verified observation an objective statement of which has been tested and supported by
observable and/or measurable evidence/facts (data)
personal opinion/interpretation a subjective statement of a thought that may be based on
logic and reason but is not necessarily based on testable evidence/facts
distinguish between examples of empirical evidence (observations) and personal

opinion/interpretation (a viewpoint based on ones own judgment of the facts; a bias).
Teacher Hints for Introduction to Science:
Students may prepare for the Solar System and Weather topic learning targets (beginning Week 6) by starting each morning with work routines which include collecting data
on weather, seasons, star patterns, and moon phases. Students could take turns collecting different types of data during different times of the year.
th
Begin planning investigations that incorporate Fair Game benchmarks within your instruction of 5 grade Nature of Science benchmarks such as incorporating SC.3.L.14.1
(plant structure and function) and SC.3.L.14.2 (plants responding to heat, light, and/or gravity) with SC.5.N.1.1.
Empirical evidence (data) is a source of knowledge acquired by means of observation or experimentation.
Students need to be able to distinguish between examples of verified observations, inferences, and personal opinions/interpretations using evidence/facts.
March
April
May
o
o
o
Average Weather Data Over Three Months

Air Temp.
Rainfall
20C
2 cm
22 C
4.5 cm
23 C
3 cm
verified observation There was 1.5 cm more precipitation in April than in May.
inference The data shows that there is not a relationship between air temperature and rainfall.
personal opinion/interpretation March is the month to do outside activities; March had more dry days than any other month.
15


July 2015
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
identifications of variables, collecting and organizing data, interpreting data in charts, tables, and graphics,
analyze information, make predictions, and defend conclusions.
Weeks 2-4
Introduction to
Science
Process
This topic is
continued on the
next page.
Students will:
generate testable questions that will generate observable and measurable data.
formulate a testable hypothesis based on information gathered from research.
design a scientific investigation individually or in teams through a variety of methods
use scientific tools during investigations to observe and measure physical properties.
explain that all conditions in an experiment outside the manipulated variable must be
controlled or kept the same (ensure that the results of an experiment can be explained
ONLY by the variable being tested and not by some other factor).
evaluate anothers written procedure or experimental setup.
collect and record observable and measureable data in science notebooks.
organize data in appropriate forms of record keeping (e.g., charts, tables, graphs).
interpret and analyze data that has been collected.
generate appropriate explanations based on evidence gathered (e.g., My hypothesis
was/was not supported by the evidence because or The data gathered during my
experiment did/did not support my hypothesis because).
apply explanations to real world connections (application).
SC.5.N.1.1
Also assesses
SC.3.N.1.1
SC.4.N.1.1/1.6
o
o
o
o
Recognize and explain that when scientific investigations are carried out, the evidence produced by those
investigations should be replicable by others.
SC.5.N.2.2
Recognize and explain the need for repeated experimental trials.
SC.5.N.1.3
Students will:
recognize that the results of experimental trials can vary even when common tools and
procedures are used.
discuss the reason for differences that may occur in data across groups as a result of using
different tools and/or procedures.
explain the need for repeated experimental trials or large experimental groups (to ensure
the results are accurate, reliable, and valid).
explain what is needed in order to repeat and replicate a scientific investigation

(documented scientific procedures).
recognize that when an experiment is replicated, it should produce similar results.
distinguish the difference between repetition and replication.
accurate
communicate
experimental design
experimental groups
experimental setup
investigation
mass/weight
prediction
record keeping
reliable
repeated observation
repeated trials
repetition/repeated
replication/replicable
results
scientific method
Also assesses
SC.3.N.1.2/1.5
SC.4.N.1.2/1.5
o
o
o
o
question/problem
research
hypothesis
experiment
materials
procedure
data/evidence
results
conclusion
application
scientific tools
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
balance
beaker
eye dropper
flask
forceps
goggles
graduated cylinder
hand lens
meter stick
microscope
ruler
scale
spring scale
stopwatch
tape measure
thermometer
temperature
time
valid
variable
volume
16


July 2015
SC.5.N.1.4
control group
experiment
experimental group
Explain the difference between an experiment and other types of scientific investigation.
SC.5.N.1.2
Recognize and explain that authentic scientific investigation frequently does not parallel the steps of the
scientific method.
SC.5.N.1.5
exploration
research
scientific method
systematic
observations
types of scientific
investigations
Identify a control group and explain its importance in an experiment.
Students will:
identify the control group in an experiment (a test group where the variable is NOT applied;
considered to be the normal condition within the context of an experiment).
explain the importance of a control group (to yield baseline data by which all other data will
be compared).
Weeks 2-4
Introduction to
Science
Process
Students will:
explain that an authentic scientific investigation frequently does not parallel the steps of
the scientific method.
explain the difference between an experimental investigation and other types of scientific
investigation.
Also assesses
SC.4.N.1.3
o comparative
o descriptive
o experimental
experimental investigation used when one variable is defined/known and a test is done
descriptive investigation used to observe, describe, or identify
o comparative investigation used to compare, differentiate, or classify
Teacher Hints for Introduction to Science Process:
Digital textbook resources can be accessed through V-Portal or at www.thinkcentral.com. See page 51 for access information.
Students need to understand that scientists do not only learn from performing investigations but also from reading non-fiction references materials, such as journals,
newspapers, reference books, etc. This research is beneficial before writing a hypothesis or creating an investigation.
Investigations that follow the scientific method typically include a question/problem (or purpose), hypothesis, experiment (materials and procedures), results, conclusion
(analysis of results), and application. Other investigations may include creating and using models, repeated observations, research, inquiry, problem/solution, and the
engineering process.
Some of the experimental investigations performed in the classroom should model 10 repeated trials (expectation for the elementary science fair/expo process). It may be
more appropriate, at times, to use a large experimental group (10 or more in a group) instead of repeated trials.
When experimenting, students will need to understand the need to manipulate one variable, to control variables (keeping all other conditions constant) and to test a control
group (the normal condition within the context of the experiment). For example, when trying to determine which type of soil supports the growth of marigolds, the following
would need to be considered in the design of the experiment:
o
o
o
o
o
The variable being manipulated would be different types of soil.

The variables that need to be controlled would be soil amount, water amount, plant container, plant size, and sunlight exposure.
The possible control group that would need to be tested is the soil that is most prevalent in the area where the marigolds will be planted.
Repetition (multiple trials yielding stable and consistent data; reliability) differs from replication (experiment done by others to measure accuracy of data).
As scientists, students will be making observations and inferences in all types of investigations. Data that is collected through the five senses (observable/qualitative) and
through the use of scientific and measurement tools (measurable/quantitative) become their observations. Students make inferences when they interpret or give their own
meaning to the data they have collected.
Students should work on common investigations so that they are able to compare their results across groups. When differences arise, have students compare the different
methods each group used to gather their data.
While conducting investigations, students will use scientific tools. Metric measurements should be used when measuring these physical properties of matter:
o
o
o
o
mass/weight in grams, kilograms balance scale/pan balance, spring scale

volume in milliliters, liters graduated cylinder (most accurate), beaker, flask, measuring cup
linear in centimeters, meters, kilometers ruler, meter stick, meter tape
time in seconds stop watch
heat energy in Fahrenheit and Celsius thermometer
17


July 2015
Resource
Alignment
Week 1
Introduction to Science
HMH
Teachers Edition
HMH
Leveled Readers
HMH
Inquiry Flipchart/Labs
HMH
Think Central
ScienceSaurus
AIMS Science
(Florida-specific)
pp. 1A 20A
Any Leveled Reader can be used for this unit but a
suggested Reader is Fossils: Records of History
How Do Scientists Learn About the Natural World?, p. 3
Think Like a Scientist and Compare Models, p. 4
How Does the Body Stay Cool?, p. 34
Test the Waters and Thats Fishy, p. 42
What Is Science?
How Do Scientists Learn About the Natural World?
pp. 227, 3856, 6073, 380-393

Earth Science
Station Model, p. 181
Temperature Tally, p. 201
Highs and Lows, p. 209
Formative
Assessment Probes
Safari Montage
Introducing the Process of Investigative Science
Nature of Science
Introducing the Process of Investigative Science
CPALMS
Florida Focus
Assessments
Copy Center
(DOD)
Web Resources
18
DOD:
Dancing Spaghetti (similar to Dancing Raisins)
www.thehappyscientist.com
Username: Volusia; Password: science
Happy Scientist: What is Science? Video

Weeks 2-4
Introduction to Science Process
pp. 21A-56
How Do You Perform a Controlled Experiment?, p. 5

How Can Scientists Learn from Observations?, p. 7
What Are Some Types of Investigations?

How Do You Perform a Controlled Experiment?
What Are Some Science Tools?
How Can Scientists Learn from Observations?
pp. 227, 3856, 6073, 380-393
Physical Science
Clipping Along With Variables, p. 361
Catapults, p. 409
By Golly by Gum, p. 47
Volume 2
Boiling Time and Temperature, p. 53
Sciences As Inquiry In Action
Freezing Ice, p. 59
Rollercoaster Investigations
Introduction to the Nature Journal
Bird Beaks
Investigating Variables
Lunar Landers: Exploring Gravity
Transformation of Energy: Constructing an Electromagnet
You Be The Judge

Are We Like Robots
Tower of Power
Bridge to Perfection
The Practice of Science: SC.5.N.1.1

Characteristics of Scientific Knowledge: SC.5.N.2.1
Characteristics of Scientific Knowledge: SC.5.N.2.2
DOD:
Alka Seltzer Investigation
Justins New Dog
Calvin and Hobbs
The Three Little Pigs Mini-Board
Chew on This
The Leaky Swimming Pool
Happy Scientist: Floating Cups Video
Happy Scientist Floating Cups Study Unit Experiment
Scholastic Study Jams: Scientific Theory & Evidence
Scholastic Study Jams: Scientific Methods
Scholastic Study Jams: Identify Outcomes & Make Predictions
Brain Pop: Scientific Method

July 2015
PACING: Weeks 5 6
September 22 October 2
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE

Unit of Study: Space
Kindergarten SC.K.E.5.5, SC.K.E.5.6
First Grade SC.1.E.5.1, SC.1.E.5.4
Second Grade none
Third Grade SC.3.E.5.1, SC.3.E.5.2, SC.3.E.5.3
Fourth Grade none
Prerequisite
Learning
Topics
Week 5
Solar System
Benchmarks
Distinguish among the following objects of the Solar System sun, planets, moons, asteroids, comets and
identify Earths position in it.
SC.5.E.5.3
Recognize the major common characteristics of all planets and compare/contrast the properties of inner and
outer planets.
SC.5.E.5.2
Students will:
review that Earth rotates on its axis one time every 24 hours.
review that Earth revolves (orbits) around the sun in one year.
review how the appearance of the moon changes each night.
review how patterns of stars (constellations) appear to shift across the sky nightly.
review that different star patterns can be seen in different seasons.
distinguish among the following objects in the Solar System: sun, planets, moons,
asteroids, and comets.
identify the position and sequential order of objects within the Solar System in relation to
the sun using models (e.g., Earth, other planets, inner/outer planets, asteroid belt, stars,
moons).
identify major common characteristics of all planets (tilt on an axis, mass, gravity,
revolving/orbiting around a star, rotation, presence of an atmosphere).
compare the similarities among and differences between the characteristics of inner and
outer planets (composition, size, atmospheres, relative temperature, moons, rings, relative
length of year based on distance from the sun).
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.6
SC.5.N.2.1
SC.5.N.2.2
Vocabulary
atmosphere
asteroid belt
asteroids
axis
comet
composition
o terrestrial/rocky/
solid
o gaseous
Earth
gravity
mass
moon
orbit
planets
o inner
o outer
revolution/revolve
rotation/rotate
Solar System
star
star pattern/
constellation
sun
tilt
Teacher Hints for Solar System:
Students will have to know the relationships that exist between planet distance from the sun and the effects of this distance. Therefore, if students are given two planets and
asked which planet is hotter, they should recognize which planet is closer to the sun in order to make this comparison and draw conclusions.
Sky Map is an app available on an Android (a free app at this time). It will show you where all of the constellations and planets are in the sky at your current location, day or
night. It is a good way to explain that even though we cannot see the stars, they are still present.
Distinguish between asteroids (large space rocks that orbit the sun) and comets (chunks of frozen gases, rock ice, and dust that orbit the sun).
Students will not have to memorize quantitative data about each planet, they will not be assessed on the causes of seasons, and they will not have to identify star patterns in
relation to specific seasons. However, they will need to know that the stars appear to shift because the Earth is rotating and revolving, not the stars.
Have students observe and record data on the shape of the moon (what we can see) over a two month period. Students will not have to know the names of the moon
st
rd
phases, just recognize how the phases change over time (e.g., from new moon to 1 quarter moon to full moon to 3 or last quarter moon, and back again to the new moon).
19


July 2015
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.
Students will:
review that the sun is a star that emits energy in the form of light and heat.
review that stars are made of gases.
review how stars can be different: brightness, size, temperature/color.
review how a stars appearance (brightness and size) is affected by its distance from Earth.
describe the composition of a galaxy (gas, dust, and many stars, including any objects
orbiting the stars).
identify our home galaxy as the Milky Way.
Week 6
Galaxies
SC.5.E.5.1
Also assesses
SC.3.E.5.1/5.2/5.3
dust
galaxy
gas
Milky Way
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.6
SC.5.N.2.1
Teacher Hints for Galaxies:
Students will not need to know specific star names or star patterns/constellations, objects orbiting stars, or the chemical make-up of stars. FCAT 2.0 may use names of stars
in the item stems but students will not need to memorize the names of stars.
The appearance of a stars brightness is dependent upon its distance from Earth. A star that is closer to Earth will appear to be brighter than a star that is farther away.
The appearance of a stars size is dependent on its distance from Earth. A star that is closer to Earth appears to be larger than a star of similar size that is farther away.
Students will not have to identify galaxies by name other than the Milky Way galaxy and will not need to know galaxies by their type.
20


July 2015
Resource
Alignment
Week 5
Solar System
HMH
Teachers Edition
HMH
Leveled Readers
HMH
HMH
Think Central
ScienceSaurus
AIMS Science
(Florida-specific)
Formative
Assessment Probes
Safari Montage
pp. 61A-82A
pp. 83-94
Earth and Beyond (see page 61F TE for additional options)
Earth and Beyond (see p. 61F TE for additional options)
Making a Scale Model, p. 8

How Do We Observe Objects in the Solar System?, p. 9
What Objects Are Part of the Solar System?
How Do We Observe Objects in the Solar System?
pp. 218 - 226 234
Earth Science
Lining Up the Planet, p. 41
Can You Planet?, p. 47
Planetary Logic, p. 67
Asteroids, Comets, and Meteors, p. 85
Planet Trivia, p. 9
Volume 1
Gazing at the Moon, p. 177
Going Through a Phase, p. 183
Bill Nye: The Planets
Characteristics of the Solar System
Planets & the Solar System
This Place is Pretty Big. Where Am I in the
Universe?
Astronomy for Kids
Sun, Moon & Stars FOSS Module
Common Core & Margots Venus
A Closer Look at the Inner & Outer Planets
CPALMS
Florida Focus
Assessments
Web Resources
21
Week 6
Galaxies
Planets In Space
Water Planet FOSS Module
Storm on Saturn
The Comet that Came In From the Cold
What Causes the Phases of the Moon
What Are Stars and Galaxies?

pp. 234-237
Earth Science
Generating Galaxies, p. 17
Bill Nye: Outer Space

Universe Chapters 1-4
Hubble Telescope
Solar System Exploration
Galaxies and Solar System
Earth in Space and Time: SC.5.E.5.3
Earth and Space in Time: SC.5.E.5.1
Happy Scientist: Global Science

Scholastic Study Jams: Our Solar System: Inner Planets
Scholastic Study Jams: Our Solar System: Outer Planets
Scholastic Study Jams: A Day on Earth
Brain Pop: Solar System
Mr. Parrs Science Song: Moon Phases
Mr. Parrs Science Song: Planets Around a Star
Mr. Parrs Science Song: Solar System Song
Scale Model Video Size of Planets and Stars

Scholastic Study Jams: The Universe
Brain Pop: Galaxies
Brain Pop: Life Cycle of Stars
Mr. Parrs Science Song: Galaxies Song


July 2015
PACING: Weeks 7 12
October 5 November 13
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE

Unit of Study: Weather & Climate
Kindergarten none
First Grade none
Second Grade SC.2.E.7.1, SC.2.E.7.2, SC.2.E.7.3, SC.2.E.7.4, SC.2.E.7.5, SC.2.P.8.4, SC.2.P.8.5
Third Grade none
Fourth Grade none
Prerequisite
Learning
Topics
Benchmarks
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.7.1
Recognize that the ocean is an integral part of the water cycle and is connected to all of Earths water
reservoirs via evaporation and precipitation processes.
SC.5.E.7.2
Students will:
review that water and the suns energy are renewable resources found on Earth.
review how water changes its state through warming and cooling processes.
create and label the parts of various 2- and 3-D models of the water cycle (evaporation,
condensation, precipitation, runoff, collection).
investigate the water cycle using various 3-D models.
explain the changes that occur to water as it moves from one part of the water cycle to
another (e.g., evaporation-liquid water changes to water vapor, condensation-water vapor
changes to liquid water).
describe the role of the sun in the water cycle (provides the heat energy required for
evaporation).
describe the role of the oceans in the water cycle (provides most of the water for the water
cycle).
explain that oceans are connected to all bodies of water on Earth via the evaporation and
precipitation processes.
Weeks 7-8
Water Cycle
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.2
SC.5.N.1.5
SC.5.N.1.6
SC.5.N.2.1
SC.5.N.2.2
Vocabulary
collection
condensation
evaporation
freshwater
heat gain/warming
heat loss/cooling
liquid water
precipitation
reservoir
resources
o renewable
o nonrenewable
runoff
saltwater
solid water/ice
states of matter
water cycle
water vapor/gas
Teacher Hints for Water Cycle:
Students will need to be exposed to various representations and/or stages of the water cycle (i.e. puddles, wet jeans hanging on a clothesline, water in a swimming pool,
water in a fish tank, glass of ice tea, water in a sealed plastic bag).
In grade 3, students explored the physical changes of water. Review this foundational knowledge for the water cycle by defining and explaining vocabulary associated with
matter changes:
o
o
o
o
melting changing from a solid (ice) to a liquid (water) due to a heat gain
evaporating changing from a liquid (water) to a gas (vapor) due to a heat gain
condensing changing from a gas (vapor) to a liquid (water) due to a heat loss
freezing changing from a liquid (water) to a solid (ice) due to a heat loss
Condensation may take the forms of a cloud, fog, dew, frost, and/or humidity.
This is an appropriate time to review renewable/nonrenewable resources that were taught in Grade 4 because water and the suns energy are renewable resources. Include
a discussion of Floridas renewable resources of sun, wind, and water as well as Floridas non-renewable resources of phosphate, silica, limestone, and oil.
FCAT will not assess following terms: transpiration, infiltration, percolation, and reservoir. However, some terms, such as the term reservoir (collection), are not assessed on
FCAT 2.0 but are good words to use instructionally. Earths bodies of water include, but are not limited to oceans, lakes, rivers, ponds, streams, and puddles.
22


July 2015
Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation
determine the weather in a particular place and time.
Students will:
review measuring temperature using dual thermometers (Celsius and Fahrenheit).
describe each of the components that determine the weather in a particular place and time
(air temperature, air pressure, humidity, wind speed and direction, and precipitation).
match weather data collection tools to the component of weather it measures
(thermometer-air temperature, anemometer-wind speed, barometer-air pressure, wind
vane-wind direction, rain gauge-precipitation, hygrometer-humidity).
collect and record daily weather data using selected tools for the next two weeks.
describe relationships that exist between components of weather:
o
o
o
o
Weeks 9-10
Weather
o
o
o
o
o
o
air pressure
air temperature
humidity
precipitation
wind direction
wind speed
weather tools
o
o
o
o
o
o
As the air temperature increases, the humidity increases.

If the air pressure drops rapidly, the air temperature increases.
When the humidity increases, the chances for rain are greater.
As the air temperature approaches freezing, the chance of snow is greater.
barometer
thermometer
hygrometer
rain gauge
wind vane
anemometer
Cooler temperatures, higher pressure, and little or no humidity are components of fair
weather.
Warmer temperatures, lower pressure, and higher humidity are components of stormy
weather.
Winds blowing from Canada toward Florida will bring cooler air with lower humidity and less
chance for precipitation.
identify and describe how air temperature, air pressure, humidity, wind speed and
direction, and precipitation varies at different times (season to season).
Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the
weather in a particular place and time.
Students will:
identify cloud types (cumulus, cirrus, stratus, and cumulonimbus) and their relationship to
weather (e.g., cumulonimbus clouds are associated with stormy weather).
explain how different types of precipitation form (rain, snow, sleet, and hail).
explain the conditions necessary for different types of precipitation to form (e.g. hail
develops during strong thunderstorms).
discuss relationships that exist amongst weather, location, and season (e.g., a strong
thunderstorm may produce hail in Florida during spring and summer).
Recognize that some of the weather-related differences, such as temperature and humidity, are
found among different environments, such as swamps, deserts, and mountains.
Students will:
compare the weather conditions of different environments: desert, grassland, rainforest,
tundra, wetland, swamps, and mountains (e.g., the weather over a desert is more likely to
be dry and hot, and the weather over a swamp is more likely to be warm and rainy).
23
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.6
SC.5.N.2.1
SC.5.N.2.2
environment
fair weather
stormy weather
weather components
identify and describe how air temperature, air pressure, humidity, wind speed and
direction, and precipitation determine the weather in a particular place.
o
Teacher Hints for

this topic are on
the next page.
SC.5.E.7.3

SC.5.E.7.4
Embedded
Nature of Science
SC.5.N.1.6
SC.5.N.2.1
SC.5.E.7.5
Embedded
Nature of Science
SC.5.N.2.1
cirrus
cloud
cumulonimbus
cumulus
erosion
hail
rain
seasons
sleet
snow
stratus
desert
environments
forest
grassland
mountains
rainforest
swamps
tundra
wetland

July 2015
Teacher Hints for Weather:
You may want to have students track the weather elements (air temperature, air pressure, humidity, cloud cover, etc.) on a class chart and in their student notebook.
In scenarios, wind speeds will be shown in miles per hour (mph).
Students will need to know how clouds are related to weather and that cumulus, cirrus, stratus, and cumulonimbus clouds are all associated with certain kinds of weather
conditions. Students should be aware that clouds have names but they will not have to differentiate among the different types of clouds.
Distinguish between how sleet and hail form:

o sleet - precipitation that freezes near the ground that often begins as rain or snow
o hail - precipitation that is chunks/balls of ice that usually falls during a thunderstorm
Assessment items will use the term air pressure rather than barometric pressure.
This is a good time to review weathering and erosion, a concept that is only taught in Grade 4. Weathering may occur as a result of precipitation falling onto Earths surface
and as it flows, chip and break rock. Erosion may occur as water is flowing over Earths surface, moving bits of rock from one place to another.
SC.5.E.7.6
climate
Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude,
climate zone
elevation, and proximity to bodies of water.
elevation
Students will:
Embedded
environment
Nature of Science
identify the location of major climate zones (polar, tropical, and temperate) on a globe and
equator
SC.5.N.1.1
on different maps.
latitude
SC.5.N.2.1
polar
locate the equator (0 degrees latitude) and Florida on a globe and on different maps.
Week 11
temperate
distinguish between environments and climate zones (e.g. the tundra environment is
tropical
located within the polar zone, the rainforest environment is within the tropical zone).
Climate
describe air temperature and precipitation of different climate zones.

describe how air temperature and precipitation relate to latitude (distance from equator)
within a climate zone.
describe how air temperature and precipitation relate to elevation (e.g., mountains and
valleys) within a climate zone.
describe how air temperature and precipitation relate to the proximity to bodies of water
(e.g., coastal vs. inland, ocean currents) within a climate zone.
Teacher Hints for Climate:
Students should have practice locating the equator and tropical, temperate, and polar zones on different maps. Students should be able to identify the different environments
located within each zone. At the elementary level, students need to recognize Florida as being in the temperate zone.
Students should have exposure to topographic maps in order to feel how elevation is represented on a map.
Students will not require specific knowledge of geographic locations and will not need to know about cold and warm fronts.
SC.5.E.7.7
natural disasters
Design a family preparedness plan for natural disasters and identify the reasons for having such a plan.
preparedness
Students will:
recognize that Floridas temperate climate, proximity to the ocean, and geography make it
vulnerable to a number of potential natural disaster threats (e.g., hurricanes, tropical
storms, tornadoes, wildfires, flooding).
design a family preparedness plan for natural disasters.
identify the reasons for having family preparedness plans.
Enrichment
Teacher Hints for Enrichment (Family Preparedness Plan):
Some resources that could be used as a home-school connection activity are provided below.
o
Creating a severe weather plan. http://www.floridadisaster.org/family/)

AIMS Earth Science (Coordinating a Plan pages 347-358)
Week 12
RARE (Review/Assess/Remediate/Enrich): 05 Volusia Science Test 1 (2015-2016)
24


July 2015
Resource
Alignment
Weeks 7-8
Water Cycle
HMH
Teachers Edition
HMH
Leveled Readers
HMH
Inquiry
Flipchart/Labs
ScienceSaurus
AIMS Science
(Florida-specific)
Formative
Assessment Probes
Safari Montage
CPALMS
Florida Focus
Assessments
Web Resources
25
Week 11
Climate
pp. 97A-114A
pp. 115A-142A
pp. 143-158
Sun, Rain, Hurricane, What Makes

Weather? (pp. 8 11)
(see page 97F TE for additional
options)
Watching the Water Cycle and An Icy
Observation, p. 11
What Happens During the Water
Cycle, p. 12
What Is the Water Cycle?
What Happens During the Water
Cycle?
pp. 187193
Earth Science
Checking on the Water Cycle, p.103
The Mini Water Cycle, p.111
Moving Raindrops, p. 117
Sun, Rain, Hurricane, What Makes Weather? (see page

97F TE for additional options)
Sun, Rain, Hurricane, What

Makes Weather? (see page
97F TE for additional
options)
I Can Read the Sky! and When the Wind Blows, p. 13

How Can We Observe Weather Patterns?, p. 15
Find the Freezing Point, p. 17
How Do We Measure Weather?
How Do Weather Patterns Help Us Predict Weather?
How Can We Observe Weather Patterns?
pp. 198215
Earth Science
Precipitation, p. 135
Temperature Tally, p. 201
Decimal Downpour, p. 137
Highs & Lows, p. 209
Station Model, p. 181
Wind Ways, p. 219
Precipitation Forecasting, p. 338
What Factors Affect

Climate?
Eyewitness: Weather
Real World Science: Weather and Climate
Bill Nye: Climates

Climates and Seasons
Water Cycle
Water Cycle in a Bag
The Hydrologic Cycle
Water Cycle Game
The Water Cycle - Back and Forth

The Water Cycle -Back and Forth (Part 2)
Why Does Rain Fall?
Changes to Land
Looking at Weathering and Erosion
An Everglades Visit
Anita: Balance Climate
Earth Systems & Patterns: SC.5.E.7.1
Earth Systems & Patterns: SC.5.E.7.3
Happy Scientist: Model of the Water Cycle

Happy Scientist: Water Cycle
Scholastic Study Jams: The Water Cycle
Brain Pop: Water Cycle
Mr. Parrs Science Song: Water Cycle
Happy Scientist: Measuring Lightning

Happy Scientist: Building Rain Gauge
Happy Scientist: Building Rain Gauge Part 2
Scholastic Study Jams: Clouds & Precipitation
Scholastic Study Jams: Weather Instruments
Scholastic Study Jams: Air Pressure & Wind
Mr. Parrs Science Song: Weather Instruments
Mr. Parrs Science Song: (Storm) Clouds
Hazardous Weather: A Florida Guide
Volume 1
Wet Jeans, p. 155
Bill Nye: Water Cycle
The Water Cycle
Waters
Cycle

Week 12
RARE
Brain Pop:
Clouds
pp. 216217
Earth Science
The Great-Moderator, p. 285
Elevated Differences, p. 293
Heating of Land & Water, p.
283
Scholastic Study Jams:

Weather & Climate
Brain Pop: Climate Types

July 2015
HMH
Think Central
Weeks 9-10
Weather
PACING: Weeks 13 17
November 16 December 18
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE

Unit of Study: Matter
Kindergarten SC.K.P.8.1, SC.K.P.9.1
First Grade SC.1.P.8.1, SC.1.E.5.3
Second Grade SC.2.P.8.1, SC.2.P.8.2, SC.2.P.8.3, SC.2.P.8.4, SC.2.P.8.6, SC.2.P.9.1
Third Grade SC.3.P.8.1, SC.3.P.8.2, SC.3.P.8.3, SC.3.P.9.1
Fourth Grade SC.4.P.8.1, SC.4.P.9.1
Prerequisite
Learning
Topics
Weeks 13-14
Properties of
Matter
Benchmarks
Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture,
and temperature.
SC.5.P.8.1
Students will:
review by describing and classifying a material as a solid, liquid, or gas.
review how to use the water displacement method to find the volume of regular- and
irregular-shaped solids.
justify the reasoning for the classification of materials based on shape, mass (weight) and
volume (water displacement).
recognize that physical properties include both observable and measurable properties.
compare and contrast the observable properties of solids, liquids, and gases (e.g., shape,
color, hardness, texture, taste, attraction to magnets).
compare and contrast the measurable properties of solids, liquids, and gases (e.g., mass,
volume, temperature).
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.5
SC.5.N.1.6
SC.5.N.2.1
SC.5.N.2.2
Vocabulary
attract/repel
classification
displace
gas
liquid
magnetic
mass
physical properties
o observable
o measurable
states of matter
Also assesses
SC.3.P.8.1/8.2/8.3
SC.4.P.8.1
o solid
o liquid
o gas
temperature
volume
water displacement
Teacher Hints for Properties of Matter:
A solid has a definite shape but a collection of solids may take the shape of the container that holds them and will also pour, a property we often associate with liquids (sand,
rice, sugar, salt).
Check for student understanding of measurable physical properties: time (min. and sec.), linear (cm, m, km), mass (mg, g, kg), volume (mL, L), and temperature (C, F).
Use the listing of scientific tools from Weeks 2-4 to identify the physical properties of matter. Students need exposure to dual thermometers, which show C and F on the
same thermometer. They will not convert temperature from Celsius to Fahrenheit and vice versa.
The water displacement method is a technique used to measure the volume of an object by calculating how much water it displaces, or pushes aside when placed into a
sample of water. To determine the volume of an object, subtract the final water level from the starting water level.
SC.5.P.9.1
chemical change
Investigate and describe that many physical and chemical changes are affected by temperature.
condense
Students will:
decay
review the causes for the weathering of rocks (ice wedging, precipitation and flowing water,
Weeks 15-16
evaporate
Embedded
abrasion of particles carried by the wind, plant roots, temperature change)
freeze
Nature of Science
SC.5.N.1.1
melt
review
the
causes
for
the
erosion
of
rocks
(gravity,
ice/glaciers,
flowing
water,
wind).
Changes in
SC.5.N.1.4
physical change
review by describing visible signs of a chemical change that may occur (odor, color change,
SC.5.N.1.5
Matter
physical weathering
temperature change, gas production/fizzing sound).
SC.5.N.1.6
temperature change
Teacher Hints for

this topic are on
the next page.
26
review by comparing the similarities and differences of physical and chemical changes.
investigate and describe that many physical changes to solids and liquids are affected by
temperature change (e.g., melting, freezing, evaporating, condensing, dissolving).
investigate and describe how temperature can cause a chemical change that results in
the formation of a new material with different characteristics (e.g., baking, grilling, frying,
toasting, decaying plant and animal matter, rusting, releasing of carbon dioxide).

SC.5.N.2.1
SC.5.N.2.2
Also assesses
SC.3.P.9.1
SC.4.P.9.1

July 2015
Teacher Hints for Changes in Matter:
Check out Changing States (http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml) for support of ways objects undergo change.
Evidence of a chemical change may include a color change, a gas or solid formation, new odor presence, temperature change, and different characteristics in the material.
Please note that evidence of a color change does not always indicate that a chemical change has occurred. For example, the addition of food coloring to water change the
water color but is only a physical change. A new substance does not form.
SC.5.P.8.3
dissolve
Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts
filter/filtration
such as particle size, shape, color, and magnetic attraction.
magnetic attraction
SC.5.P.8.2
Investigate and identify materials that will dissolve in water and those that will not and identify the conditions
mixture
that will speed up or slow down the dissolving process.
particle size
Embedded
retain properties
Students will:
Nature of Science
Week 17
sieve
SC.5.N.1.1
demonstrate and explain how mixtures of solids can be separated based on observable
sort
SC.5.N.1.4
properties of their parts (e.g., particle size, shape, color, magnetic attraction) through
surface area
SC.5.N.1.5
Mixtures
sorting, screening-sieve, filtration, magnets, and evaporation.

investigate common household materials (liquids or solids) that will dissolve in water (e.g.,
salt, sugar, drink mixes) and those that will not (e.g., rice, beans, cooking oil, lard).
recognize that not all parts of a mixture will dissolve.
investigate the conditions (temperature, stirring/shaking, surface area) that will speed up or
slow down the dissolving process and/or chemical reactions (e.g., heat speeds up reactions
and the dissolving process).
SC.5.N.1.6
SC.5.N.2.1
SC.5.N.2.2
Teacher Hints for Mixtures:
Be sure to include materials that are magnetic in mixtures that are being separated (e.g., iron filings, paper clips, staples, screws, nails).
Providing experiences with dissolving solids in liquids (e.g., salt and water, sand and water) and liquids in liquids (e.g., oil and water, food coloring and water).
Have students record physical properties of 3-4 substances before combining to make a mixture. Discuss whether each substance retain its physical properties or not.
Provide students an experience to separate a mixture that includes solids and liquids that do and dont dissolve (e.g., water, salt, sand, iron filings, and gravel).
Warmer temperatures, vigorous stirring/shaking, and a greater amount of surface area exposed will speed up the rate at which a substance will both dissolve and react (e.g.,
Alka-Seltzer will dissolve faster when placed in warm water, stirred, and/or broken/crushed into smaller pieces).
Liquids that will not dissolve in water include, but are not limited to, cooking oil, mineral oil, baby oil.
Solids that will not dissolve in water include, but are not limited to, sand, pepper, flour, corn starch, baby powder, marbles.
The term solutions is no longer assessed. Refer to these special mixtures as mixtures that dissolve. Students will not have to differentiate between a mixture and a solution.
SC.5.P.8.4
atoms
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.
Students will:
define atoms as the building blocks of matter.
recognize that all matter is composed of parts that are too small to be seen with ordinary
microscopes.
Enrichment
Teacher Hints for Enrichment:
Students will not be assessed on Enrichment benchmarks. In regards to this content, students will no longer be assessed on atoms or the atomic theory. Teachers may
instruct this content post-FCAT 2.0 and in preparation for middle school.
27


July 2015
Resource
Alignment
Weeks 13-14
Properties of Matter
HMH
Teachers Edition
HMH
Leveled Readers
HMH
Inquiry
Flipchart/Labs
HMH
Think Central
ScienceSaurus
AIMS Science
(Florida-specific)
Copy Center
(DOD)
Safari Montage
pp. 179A-194
pp. 195A-210A
It Is Good to Know About Matter

(pp. 2-7)
(see p. 163F TE for additional options)
Making Measurements and Get Detailed,
p. 6
It Is Good to Know About Matter

Student Guide pp. 8-9 and pp. 14-15
Observe Some Chemical Changes and Shhhh!
Secret Messages, p. 18
How Can Temperature Change Matter?, p. 19
How Does Matter Change?
How Can Temperature Change Matter?
pp. 260267
Physical Science
Solids, Liquids, and Gases, Oh Why?, p. 37
Mixed Reactions, p. 85
Change Matters, p. 181
Volume 1:
Volume 2:
Is It Melting?, p. 73
Whats In the Bubbles?,
Beach Sand, p. 163
pp. 65-70
Mountain Age, p.
169
It Is Good to Know About Matter (pp. 10-13)

What Are Solids, Liquids, and Gases?

pp. 242247
Physical Science
Oh Dear What Can This Matter Be?,
p. 27
Volume 2:
Comparing
Cubes,
p. 19
Web Resources
28
An Inky Mixture and Does It Dissolve, p. 20

What Affects the Speed of Dissolving?,p. 21
What Are Mixtures and Solutions?
What Affects the Speed of Dissolving?
pp. 256-259
Physical Science
Does It Dissolve?, p. 99
A Sorted Mixture, p. 143
DOD:
Measurement Stations
DOD:
Slime Experiment
Bill Nye: Phases of Matter
Changes In Properties of Matter

Changes In States of Matter
Bill Nye: Chemical Reactions
Elements, Compounds, & Mixtures: Ch. 4

3 Methods for Measuring Volume

Ravas Florida Fusion Catering
Change Matters: Physical & Chemical Changes

Inventions & Innovations MEA
Shady Day MEA
Cooking In the Chemical Kitchen
Physical Properties of Solids

What Its Made of: Solute or Mixture
To Dissolve or Not To Dissolve (Part I)
To Dissolve or Not To Dissolve (Part II)
Solve The Dissolving Problem
Kellys Caf: Mixing it Up!!
Salt: Up Close And Personal
Properties of Matter: SC.5.P.8.1
Properties of Matter: SC.5.P.8.3
Changes in Matter: SC.5.P.9.1
Happy Scientist: Matter

Happy Scientist: Mass and Weight
Happy Scientist: Egg States
Scholastic Study Jams: Properties of Matter
Scholastic Study Jams: Solids, Liquids, &
Gases
BrainPop: Measuring Matter
Brain Pop: States of Matter
Mr. Parrs Science Song: 4 States of Matter

Happy Scientist: Dry Ice
Happy Scientist: A Watched Pot
Scholastic Study Jams: Physical & Chemical Changes
of Matter
Scholastic Study Jams: Energy & Matter
Brain Pop: Property Changes

Brain Pop: Matter Changing States
Happy Scientist: Sorting Salt and Pepper
Happy Scientist: Iron Cereal
Scholastic Study Jams: Mixtures
Brain Pop: Compounds and Mixtures
Mr. Parrs Science Song: Mixtures Separating
CPALMS
Florida Focus
Assessments
Week 17
Mixtures
pp. 163A-178
Volume 1:
Ice Cubes in a Bag, p. 49
Lemonade, p. 55
Is It Matter?, p. 79
Formative
Assessment
Probes
(Page Keeley)
Weeks 15-16
Changes in Matter


July 2015
PACING: Weeks 18 25
January 4 February 26
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE

Unit of Study: Energy & Motion
Kindergarten SC.K.P.10.1, SC.K.P.12.1, SC.K.P.13.1, SC.K.E.5.1

First Grade SC.1.P.12.1, SC.1.P.13.1, SC.1.E.5.2
Second Grade SC.2.P.10.1, SC.2.P.13.1, SC.2.P.13.2, SC.2.P.13.3, SC.2.P.13.4
Third Grade SC.3.P.10.1, SC.3.P.10.2, SC.3.P.10.3, SC.3.P.10.4, SC.3.P.11.1, SC.3.P.11.2, SC.3.E.5.4, SC.3.E.6.1
Fourth Grade SC.4.P.8.4, SC.4.P.10.1, SC.4.P.10.2, SC.4.P.10.3, SC.4.P.10.4, SC.4.P.11.1, SC.4.P.11.2, SC.4.P.12.1, SC.4.P.12.2
Prerequisite
Learning
Topics
Benchmarks
Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and
mechanical.
Students will:
investigate and describe some basic forms of energy, including light, heat (thermal),
sound, electrical, chemical, and mechanical (energy of motion).
o
o
o
o
Weeks 18-19
o
o
o
o
Energy
review how light travels in a straight line until it strikes an object (opaque, translucent, transparent)
and then is reflected/bounced, bent, or absorbed.
review that things that give off light often also give off heat.
review that heat is produced when one object rubs against another (friction).
review that sound is produced by vibrations and that pitch depends on how fast or slow an object
vibrates.
review that heat flows from a hot object to a cold object.
review common materials that conduct heat well or poorly.
review that mechanical energy is stored at a position or released in motion.
explain that electrical energy is the flow of a charge/current through a material.
explain that chemical energy is stored or released in a chemical reaction (e.g., a source is from the
foods animals eat).
SC.5.P.10.1
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.2.1
SC.5.N.2.2
Also assesses
SC.3.P.10.1/10.3/10.4
SC.3.P.11.1/11.2
SC.4.P.10.1/10.3
SC.5.P.10.2
Investigate and explain that energy has the ability to cause motion or create change.
Students will:
identify and describe examples where energy has caused motion and/or created change
(e.g., twirling pinwheel, boiling water, cooking food, turning on a lamp, freezing water,
melting chocolate, plant/animal decay, vibration of a radio speaker).
explain the relationship between energy, motion, and change.
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.2.1
SC.5.N.2.2
Also assesses
SC.3.P.10.2
SC.4.P.10.2/10.4
Vocabulary
absorb
bend
change
conduct/conductor
energy
o
o
o
o
o
o
chemical
electrical
heat (thermal)
light
mechanical
sound
friction
heat flow
heat gain
heat loss
insulator
(poor conductor)
motion
opaque
pitch
reflect
sound
translucent
transparent
vibration
Teacher Hints for Energy:
Energy has the ability to cause motion or create change.
Plants use energy from the sun to make their own food. Animals consume plants as food for their energy. Food (from plants and animals) is then transformed to chemical
energy in the animals body so that it may be used. For example, humans consume food and convert this source into chemical energy.
The terms kinetic and potential energy are no longer taught in elementary. Mechanical energy is the energy of position and motion.
In a complete circuit, there is a power source in which the energy will flows from and back to this source.
A foldable, such as multi-page flipbook, may be a way for students to organize the information of all the different types of energy taught in
grades 3, 4, and 5.
Review renewable and nonrenewable energy resources, focusing on resources found in Florida: sun, air/wind, water, phosphate, oil, limestone,
silica (sand).
Present a scenario and ask for evidence of change due to some kind of energy being applied (e.g., pushing someone down a slide, a stick moving along with a current).
An object that is put into motion will always change its original position and sometimes its direction.
29


July 2015
Weeks 20-21
Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as
the energy of motion.
SC.5.P.10.4
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.
SC.5.P.10.3
Students will:
investigate and explain that electrical energy can be transformed into heat, light, sound,
and mechanical energy (e.g., lamp, heater, generator, motor, stove, mobile device).
investigate static electricity (a buildup of electrical charges on an object).
explain that opposite electrical charges attract (pull towards each other) and like electrical
charges repel (push apart) without any contact needed between the objects.
explain that an electrically-charged object, whether positively or negatively charged, will

attract an uncharged (neutral) object.
SC.5.P.11.1
Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).
Electricity
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.1.5
SC.5.N.2.1
SC.5.N.2.2
Students will:
determine the source of energy for a circuit.
investigate and illustrate the fact that the flow of electricity requires a closed circuit (a
complete loop) when constructing a simple circuit.
distinguish between open and closed circuits.
determine which circuit from a visual representation can carry electricity to power an
object and which circuit cannot.
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.1.5
SC.5.N.2.1
SC.5.N.2.2
attract
electric charge
o negative
o positive
o neutral
electricity
repel
static electricity
transformation
closed circuit
conductors
electricity
insulator
(poor conductor)
open circuit
simple circuit
SC.5.P.11.2
Identify and classify materials that conduct electricity and materials that do not.
Students will:
identify and classify materials that are good conductors (e.g., copper, water, aluminum
foil) and insulators/poor conductors (e.g., plastic, rubber, glass, wood) of electricity.
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.2.1
SC.5.N.2.2
Teacher Hints for Electricity:
Electricity learning targets are specific to grade 5. Students should be given hands-on, minds-on experiences in both static and current electricity.
Make learning connections between the similarities of magnetism and static electricity. Neither requires contact for motion or a change in position to occur. Both involve the
property of attraction and repulsion. Students just need a conceptual understanding of static electricity, not how matter gains or loses electrons. For example, a conceptual
understanding includes knowing the direction of movement caused by a negatively charged balloon being placed near a positively charged balloon.
Students should build complete electrical circuits and then investigate open and closed circuits.
Electrical energy flows from the energy source, such as a battery, to the light source, and then returns to the energy source before flowing to the light source again.
Students should investigate making a circuit with one wire, one bulb, and one battery.
Students learn that electrical energy may transform to light, sound, and/or mechanical energy through experiences with static and current electricity.
30


July 2015
Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling
objects.
Students will:
review that gravity is a force that can be overcome.
review examples of magnetic attraction and repulsion.
identify familiar forces (pushes, pulls, friction, gravity, magnetism) that cause or hinder
movement of objects.
identify two or more forces acting upon an object in a scenario.
interpret the effect of two or more forces acting upon an object.
recognize that friction is a force that resists movement.
Force and
Motion
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.2.1
SC.5.N.2.2
Also assesses
SC.3.E.5.4
SC.4.P.8.4
Investigate and describe that the greater the force applied to it, the greater the change in motion of a given
object.
SC.5.P.13.2
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.
SC.5.P.13.4
Students will:
measure force in Newtons (N) using a spring scale.
demonstrate that a force may change an objects original position.
investigate that the greater the force applied to an object, the greater the change in motion
of a given object.
Weeks 22-24
SC.5.P.13.1
o
o
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.1.5
SC.5.N.2.1
SC.5.N.2.2
attract/attraction
balanced forces
direction
distance
force
friction
gravity
magnetism
motion
newton (N)
position
pull
push
repel/repulsion
speed
spring scale
unbalanced forces
the amount of force applied to an object affects the speed and/or distance at which it moves
force affects the direction an object moves
investigate and explain the effect balanced and unbalanced forces have on motion.
o
balanced forces are present when an object does not move because opposing forces are
holding the object in place (e.g., a book laying on a table is being acted upon by the table
pushing up on the book from below and gravity pushing down from above).
o unbalanced forces are present when an object does move because one of the opposing
forces moves the object from its original position.
Investigate and describe that the more mass an object has, the less effect a given force will have on the
objects motion.
Students will:
investigate and describe the relationship among mass, force, and motion.
o
objects with greater mass require more force to move compared with objects of less mass
(and the reverse).
more force is required to slow down an object in motion with greater mass compared to an
object with less mass (and the reverse).
SC.5.P.13.3
Embedded
Nature of Science
SC.5.N.1.1
SC.5.N.1.4
SC.5.N.1.5
SC.5.N.2.1
SC.5.N.2.2
Teacher Hints for Force and Motion:
A force may cause motion and/or a rotation. When an object has moved, it has changed its original position.
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. These forces are balanced.
A game of tug-of-war illustrates the idea of balanced and unbalanced forces.
Magnets were introduced in grades 2 and 4. Students may need some review in grade 5 predicting the causes and effects of magnet movements.
Students will not need to know specific Newton Laws, but they will need to have a conceptual understanding of force and motion addressed within these laws.
A spring scale measures the force of gravity on an object (its weight). The spring inside stretches according to the objects weight hanging on the hook of the spring scale.
Week 25
31


July 2015
Resource
Alignment
Weeks 18-19
Energy
HMH
Teachers Edition
HMH
Leveled Readers
HMH
pp. 303A-328
It Takes Energy
Charge It! How Electricity Works

(see p. 227F and 281F TE for additional
options)
Static Cereal! and A Big Charge!,
p. 25
How Do Electric Charges Interact?,
p. 26
What Is an Electric Circuit?, p. 28
Compare Two Circuits, p. 29
What Is Electricity?
How Do Electric Charges Interact?
How Do We Use Electricity?
What Is an Electric Circuit?
What Are Electric Circuits, Conductors
and Insulators?
pp. 295-307
Forces at Work (pp. 2 9)

Motion and Movement
On A Roll and Make It Easier, p. 30
How Do Forces Affect Motion?, p. 31
What Are Balanced and Unbalanced
Forces?, p. 32
Physical Science
Static Strokes, p. 251
Sparkys Light Kit, p. 269
Path Finders, p. 275
Make a Switch, p. 287
Conductor or Insulator?, p. 333
Physical Science
Dart Data, p. 351
How Heavy? How Far?, p. 397
Bumper Cars, p. 385
Catapults, p. 409
Blockbuster Forces, p. 421
On Board With Force, p. 429
Tug Teams, p. 451
Seeing Sound Energy and Light

Travels. p. 23
What Changes Can Energy Cause?,
p. 24
Formative
Assessment Probes
(Page Keeley)
32
pp. 284293; 308-333

Physical Science
Forms of Energy, p. 191
Hole Cards, p. 193
Tuning Into Sound, p. 207
Mechanical Energy, p. 213
Ball on a Roll, p. 215
Rubber Band Shoot, p. 221
What are Forces?

How Do Forces Affect Motion?
What Are Balanced and Unbalanced
Forces?
pp. 270-279
Volume 1:
Can It Reflect Light?, p. 25
Making Sound, p. 43
The Mitten Problem, p. 103
Objects and Temperature, p. 109
Volume 2:
Ice-Cold Lemonade, p. 77
Mixing Water, p. 83


July 2015
Week 25
RARE
pp. 247A-276; 281A-300
HMH
Think Central
AIMS Science
(Florida-specific)
Weeks 22-24
Force and Motion
pp. 227A-246A
What Is Energy?
What Changes Can Energy Cause?
ScienceSaurus
Weeks 20-21
Electricity
Resource
Alignment
Weeks 18-19
Energy
Copy Center
(DOD)
Safari Montage
Florida Focus
Assessments
Web Resources
33
DOD:
Electricity Lab
Electricity
Bill Nye: Electrical Currents
The Magic School Bus: Gets Charged
Transformation of Electrical Energy
Enlightening Explorations Part I
Electricity AND Energy
The Shocking Truth About Circuits: An

Engineering Design Challenge
Let There Be Light!
Let It Flow
Making Connections!
How Does Electricity Flow?
Forms of Energy: SC.5.P.10.1

Happy Scientist: Solar Power

Happy Scientist: Taking a Marshmallow Apart
Scholastic Study Jams: Heat
Scholastic Study Jams: Light
Scholastic Study Jams: Sound
Scholastic Study Jams: Light Absorption,
Reflection, & Refraction
Brain Pop: Forms of Energy
Brain Pop: Heat
Brain Pop: Light
Brain Pop: Sound
Happy Scientist: Simple Circuit

Happy Scientist: Bird on a Wire
Scholastic Study Jams: Electricity
Scholastic Study Jams: Current Electricity &
Electric Currents
Brain Pop: Current Electricity
Brain Pop: Electricity
Brain Pop: Electric Circuits
Happy Scientist: The Old Tablecloth Trick

Weeks 22-24
Force and Motion
Week 25
Forces
Bill Nye: Motion
Forces and Movement
Pendulum Inquiry
Magnets 1: Magnetic Pick Ups
Blast Off: An Engineering Design
Challenge
Forces
XTreme Rollercoasters
Newtons First Law of Motion (Part
II)
Wondrous Water Parks
Sunshine Beach Hotel MEA
Newtons First Law of Motion (Part
III)
Lunar Landers: Exploring Gravity
Newtons Third Law of Motion

Forces and Changes in Motion:
SC.5.P.13.1
Forces and Changes in Motion:
SC.5.P.13.2
Happy Scientist: High Bounce
Scholastic Study Jams: Force &
Motion
Scholastic Study Jams: Gravity &
Inertia
Brain Pop: Force
Brain Pop: Acceleration
Mr. Parrs Science Song: Motion
Song
Mr. Parrs Science Song: Newtons
Laws of Motion
Mr. Parr's Science Song: Friction
Mr. Parrs Science Song: Weight,
Mass, and Gravity

July 2015
CPALMS
Sound
Bill Nye: Heat
The Science of Disney Imagineering:
Energy
Transformation of Energy: Constructing an
Electromagnet
Shady Day MEA
Sammys Solar Fountains
Exploring the Six Forms of Energy
Solar Energy QR Hunt
Enlightening Explorations, Part 1
The Shocking Truth About Circuits: An
Engineering Design Challenge
Soccer Team Uniform Decision
Weeks 20-21
Electricity
PACING: Weeks 26 30
February 29 April 8
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE

Unit of Study: Life
Kindergarten SC.K.L.14.1, SC.K.L.14.3
First Grade SC.K.L.14.3, SC.1.L.16.1
Second Grade SC.2.L.14.1, SC.2.L.17.1, SC.2.L.17.2
Third Grade SC.3.L.15.1, SC.3.L.15.2, SC.3.L.17.1
Fourth Grade SC.4.L.16.2, SC.4.L.16.3, SC.4.L.17.1, SC.4.L.17.4
Prerequisite
Learning
Topics
Week 26-27
Human Body
Organs and
Functions
Benchmarks
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.5.L.14.1
Students will:
identify the organs in the human body: brain, heart, lungs, stomach, liver, small intestine,
large intestine, pancreas, muscles, skeleton, kidneys, bladder, and reproductive organs
(ovaries, testes), sensory organs (eyes, ears, nose, tongue, and skin).
describe the function(s) of the body parts mentioned above (e.g., stomach breaks down
food into nutrients, pancreas produces chemicals that aid in digestion, liver cleans blood by
removing toxins).
Vocabulary
human body organs
o
o
o
o
o
o
o
o
o
o
o
o
o
brain
heart
lungs
stomach
liver
small intestine
large intestine
pancreas
muscles
skeleton (internal)
kidneys
bladder
reproductive organs
ovaries
testes
o sensory organs
eyes
ears
nose
tongue
skin
Teacher Hints for Human Body Organs and Functions:
Diagrams of the reproductive organs will not be used on FCAT or the district assessment. Teachers are instructed to refrain from using the rubber band books in the AIMS
Life Book entitled, the Male Reproductive System and the Female Reproductive System.
Students will NOT need to match body structures with the body system to which it belongs, but they will need to identify the structure and their function(s) for the following
individual organs: brain, lungs, stomach, liver, large intestine, small intestine, pancreas, muscle, skeleton, testes, ovaries, kidneys, bladder, and sensory organs.
Students do NOT need to know the names of the bones or muscles, but will need to know the function(s) of the skeleton and muscles.
Items will not require specific knowledge of the parts of organs although instruction of these parts may lead to a more complete understanding of each organ.
34


July 2015
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 other with
exoskeletons while some plants have stems for support.
SC.5.L.14.2
Students will:
review plant structures and their functions.
Also assesses
SC.3.L.15.1
SC.3.L.15.2
o
o
o
o
o
Week 28
Structure/
Function
Comparison
review animal classification and attributes for each group.

o
o
flower/ fruit reproduction

seed/spore - reproduction
leaf/needle food production
stem supports the plant, transports water and nutrients
root supports the plant, absorbs water and nutrients
exoskeleton
food production
invertebrates
ovary/egg
pistil
pollen/sperm
reproduction
stamen
vertebrates
vertebrates mammals, birds, reptiles, amphibians, and reptiles

invertebrates include arthropods (segmented bodies, jointed legs,
covering/exoskeleton)
hard outer
differentiate the function(s) of organs in animals (e.g., exoskeleton vs. internal skeleton,
lungs vs. gills, nose vs. antenna, skin vs. scales).
compare structure/function of plants and animals that serve similar roles limited to the
following: skin to plant covering, skeleton to stem, reproductive organs to a flower (pistil,
ovary, eggs, pollen/sperm, stamen).
Teacher Hints for Structure/Function Comparison:
Make a comparison between animal and plant sexual reproduction structure/function:

o
o
plant female structures of pistil, ovary, eggs with human structures of ovary and eggs
plant male structures of pollen/sperm, stamen with human structures of testes and sperm
Florida Focus Org/Dev of Living Organisms SC.5.L.14.2: First and Second Assessments will guide you in how structure/function comparison content may translate to
assessment item stems.
Reviewing plant and animal structure/function, plant behaviors, animal classification, and food chains will assist students with the benchmark targets in this unit.
ScienceSaurus pages 76-97, 107, 126-131, and 133-155 may serve as a reference.
35


July 2015
Week 29
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.
SC.5.L.17.1
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.15.1
Students will:
review food chains (e.g., sun grass rabbit fox).
review the classification of consumers as herbivores, carnivores, or omnivores.
distinguish between physical and behavioral adaptations displayed by animals and
plants.
explain how adaptations displayed by plants and animals enable them to survive in
different environments.
Embedded
Nature of Science
SC.5.N.2.1
Adaptations
o
o
physical characteristics (e.g., body/stem covering, body fat, leaf shape, body shape,
teeth, claws, acute eyesight/hearing).
behaviors (e.g., dormancy, root growth, color change, climb, hide)
life cycles variations (e.g., complete and incomplete metamorphosis, seasonal
dormancy, a seeds germination following extreme environmental conditions)
Also assesses
SC.3.L.17.1
SC.4.L.16.2/16.3
SC.4.L.17.1/17.4
adaptation
o physical
o behavioral
camouflage
carnivore
competition
consumer
environment
food chain
herbivore
hibernation
migration
omnivore
population
predator
prey
producer
resources
identify ways an environment changes (e.g., disease, fire, drought, pollution,

human intervention, climate, increased predators, increased competition for food).
describe structures and behaviors that plants and animals use in a changing
environment.
explain that physical and behavioral adaptations of plants and animals are used in
changing environments to enable some plants and animals to survive and
reproduce while others die or move to new locations.
Teacher Hints for Adaptations:
Physical adaptations are those structures/features physically on plants and animals that allow them to survive and reproduce within their environment. Examples of these
adaptations include waxy coating on cacti that allow them to retain water and wide feet on some desert animals that prevent them from sinking into the sand.
Behavioral adaptations are those behaviors exhibited by plants and animals that allow them to survive and reproduce within their environment. Examples of these
adaptations include plants growing their roots deeper into the soil in search of water during drought conditions and lizards purposefully breaking off their tails in order to
escape their predators.
Living things go through stages of growth and development called a life cycle. Students have learned in previous grade levels about life cycles. Review animal and plant life
cycles, including the two insect life cycles of complete and incomplete metamorphosis.
Florida Focus Interdependence: SC.5.L.17.1 First and Second Assessments will guide you in how content on adaptations may translate to assessment item stems.
Week 30
36


July 2015
Resource
Alignment
Week 26-27
Human Body Organs and Functions
HMH
Teachers Edition
HMH
Leveled Readers
HMH
Think Central
ScienceSaurus
AIMS Science
(Florida-specific)
Formative
Assessment Probes
(Page Keeley)
Amazing Cells, Amazing Bodies
Muscle Burnout and Circulate!, p. 35

The Power of Chewing and Planimal, p. 36
What Are Organs and Body Systems?

What Body Parts Enable Movement, Support, Respiration, and
Circulation?
What Body Parts Enable Digestion, Waste Removal, and
Reproduction?
pp. 104125
Life Science
p. 17209
(Choose the human structure lessons from AIMS that will
complete your unit.)
Volume 1
Is It Living?, p. 123
Volume 2
Is It a Plant?, p. 93
Safari Montage
37

Week 30
RARE
Changes in Ecosystems
Plants and How They Grow
Heredity
Hunting for Beans and Compost in a Bag, p. 37
How Does Drought Affect Plant Growth?, p. 38
Gobbling Up Your Greens and Animal Adaptations, p. 39
Why Do Bird Beaks Differ?, p. 40
Cold as Ice and Putting a Foot Down, p. 41
How Do Environmental Changes Affect Organisms?
How Does Drought Affect Plants?
What Is Adaptation?
Why Do Bird Beaks Differ?
What Are Some Adaptations to Life on Land?
What Are Some Adaptations to Life in Water?
pp. 7697
Life Science
Planimals, p. 243
Salt Water Survival, p. 259
Life Cycle Adaptations, p. 283
Table Manners, p. 315
Saguaro Study, p. 347
Beat the Heat, p. 357
Environmental Adaptations, p. 370
Volume 1:
Is It an Animal?, p. 117
Volume 2:
Plants in the Dark and Light, p. 107
Habitat Change, p. 143
Plant and Animal Adaptations
All About Plant Pollination: Fruit, Flowers, and Seeds

July 2015
HMH
pp. 333A 386
Weeks 28-29
Structure/Function Comparisons
Adaptations
pp. 391A - 490
Resource
Alignment
Week 26-27
Human Body Organs and Functions
CPALMS
Web Resources
38
Systems of the Human Body

Kidney Filtering
Walk, Run, Jump
Name That Organ!
Is My Epidermis Showing?
Body Swatter
Work That Body Human Organs MEA
Frankenchicken
Are We Like Robots?
Bird Buffet (Animal Survival)

Its All Happening At the Zoo
Cicada Invasion
Part 1: Pond Life
Exploring Habitats!
Exploring Adaptations!
Arctic Animals & A Changing Climate
Whats New At The Zoo? An Engineering Design Project
Panther Protection101
Interplanetary Zoo
Preying On Beans
Survival of the Fittest
Seed Starters
I Will Survive! An Engineering Design Project
Environmental Differences
Sell This Habitat!
Animal Tracks
Org/Dev of Living Organisms: SC.5.L.14.1
Org/Dev of Living Organisms: SC.5.L.14.2

Interdependence: SC.5.L.17.1
Adaptations PowerPoints
Scholastic Study Jams: Animal Adaptations
Brain Pop: Behavior
Brain Pop: Migration
Brain Pop: Hibernation
Brain Pop: Camouflage
Brain Pop: Food Chains
Brain Pop: Metamorphosis
Brain Pop: Amphibians
Brain Pop: Gills
Brain Pop: Vertebrates
Mr. Parrs Science Song: Food Chain Song
Mr. Parrs Science Song: Energy Roles
Mr. Parrs Science Song: It Starts With Producers
Mr. Parrs Science Song: Life Cycles
Mr. Parrs Science Song: Adaptations
Life Size Body and Organs Activity

Happy Scientist: Reading a Skeleton
Scholastic Study Jams: The Human Body
Scholastic Study Jams: Skeletal System
Scholastic Study Jams: The Circulatory System
Scholastic Study Jams: Respiratory System
Scholastic Study Jams: The Nervous System
Scholastic Study Jams: Muscular System
Scholastic Study Jams: The Immune System
Scholastic Study Jams: The Digestive System
Brain Pop: Brain
Brain Pop: Heart
Brain Pop: Skin

Week 30
RARE

July 2015
Florida Focus
Assessments
Weeks 28-29
Structure/Function Comparisons
Adaptations
PACING: Weeks 31 39
April 11 June 7
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE

Unit of Study: Practice of Science
Kindergarten SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5

First Grade SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3
Second Grade SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.3, SC.2.N.1.4, SC.2.N.1.5, SC.2.N.1.6
Third Grade SC.3.N.1.1, SC.3.N.1.2, SC.3.N.1.3, SC.3.N.1.4, SC.3.N.1.5, SC.3.N.1.6, SC.3.N.1.7
Fourth Grade SC.4.N.1.1, SC.4.N.1.2, SC.4.N.1.3, SC.4.N.1.4, SC.4.N.1.5, SC.4.N.1.6, SC.4.N.1.7, SC.4.N.1.8, SC.4.N.2.1, SC.4.E.6.5
Prerequisite
Learning
Topics
Benchmarks
Recognize and explain that science is grounded in empirical observations that are testable; explanation must
always be linked with evidence.
SC.5.N.2.1
Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.1.6
Students will:
explain that science is grounded on evidence-based observations that are testable.
review the difference between verified observations (evidence) and inferences

(explanations linked to evidence).
explain the difference between verified observation (fact) and personal opinion/
interpretation (bias).
Weeks 31-34
Science
o
o
Also assesses
SC.3.N.1.7
SC.4.N.1.7
verified observation an objective statement of which has been tested and supported by
observable and/or measurable evidence/facts (data)
personal opinion/interpretation a subjective statement of a thought that may be based on
logic and reason but is not necessarily based on testable evidence/facts.
distinguish between examples of empirical evidence (observations) and personal

opinion/interpretation (a viewpoint based on ones own judgment of the facts; a bias).
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
identifications of variables, collecting and organizing data, interpreting data in charts, tables, and graphics,
analyze information, make predictions, and defend conclusions.
Students will:
generate testable questions that will generate observable and measurable data.
formulate a testable hypothesis based on information gathered from research.
design a scientific investigation individually or in teams through a variety of methods
use scientific tools during investigations to observe and measure physical properties.
explain that all conditions in an experiment outside the manipulated variable must be
controlled or kept the same (ensure that the results of an experiment can be explained
ONLY by the variable being tested and not by some other factor).
evaluate anothers written procedure or experimental setup.
collect and record observable and measureable data in science notebooks.
organize data in appropriate forms of record keeping (e.g., charts, tables, graphs).
interpret and analyze data that has been collected.
generate appropriate explanations based on evidence gathered (e.g., My hypothesis
was/was not supported by the evidence because).
apply explanations to real world connections (application).
Weeks 35-37
Science
Process
This topic is
continued on the
next page.
39
Vocabulary
evidence
explanations
inference
verified observation
personal opinion/
interpretation
science

SC.5.N.1.1
Also assesses
SC.3.N.1.1
SC.4.N.1.1/1.6
communicate
data (evidence)
experimental design/
experimental setup
hypothesis
investigation
prediction
problem (question)
procedures
record keeping
research
scientific tools
variable

July 2015
SC.5.N.1.4
control group
experiment
experimental group
Explain the difference between an experiment and other types of scientific investigation.
SC.5.N.1.2
Recognize and explain that authentic scientific investigation frequently does not parallel the steps of the
scientific method.
SC.5.N.1.5
exploration
research
scientific method
systematic
observations
types of scientific
investigations
Identify a control group and explain its importance in an experiment.
Students will:
identify the control group in an experiment (a test group where the variable is NOT applied;
considered to be the normal condition within the context of an experiment).
explain the importance of a control group (to yield baseline data by which all other data will
be compared).
Students will:
explain that an authentic scientific investigation frequently does not parallel the steps of
the scientific method.
explain the difference between an experimental investigation and other types of scientific
investigation.
Weeks 35-37
o experimental investigation used when one variable is defined/known and a test is done
o descriptive investigation used to observe, describe, or identify
o comparative investigation used to compare, differentiate, or classify
Recognize and explain that when scientific investigations are carried out, the evidence produced by those
investigations should be replicable by others.
Science
Process
SC.5.N.2.2
SC.5.N.1.3
Recognize and explain the need for repeated experimental trials.
Students will:
recognize that the results of experimental trials can vary even when common tools and
procedures are used.
discuss the reason for differences that may occur in data across groups as a result of using
different tools and/or procedures.
explain the need for repeated experimental trials or large experimental groups (to ensure
the results are accurate, reliable, and valid).
explain what is needed in order to repeat and replicate a scientific investigation

(documented scientific procedures).
recognize that when an experiment is replicated, it should produce similar results.
distinguish the difference between repetition and replication.
Weeks 38-39
Also assesses
SC.4.N.1.3
Also assesses
SC.3.N.1.2/1.5
SC.4.N.1.2/1.5
o comparative
o descriptive
o experimental
accurate
experimental groups
reliable
repeated observation
repeated trials
repetition/repeated
replication/replicable
results
valid

Return to page 18 to access the Practice of Science Resource Alignment suggestions
that were not used during the Introduction to Practice of Science at the start of the school year.
40


July 2015
Formative Assessment Strategies

Science K-5
Adapted from Page Keeleys Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning
Strategy Name
Description
A & D Statements
Agreement Circles
A & D Statements analyze a set of fact or fiction statements. First,

students may choose to agree or disagree with a statement or identify
whether they need more information. Students are asked to describe
their thinking about why they agree, disagree, or are unsure. In the
second part, students describe what they can do to investigate the
statement by testing their ideas, researching what is already known, or
using other means of inquiry.
Agreement Circles provide a kinesthetic way to activate thinking and
engage students in scientific argumentation. Students stand in a circle
as the teacher reads a statement. While standing, they face their peers
and match themselves up in small groups of opposing beliefs. Students
discuss and defend their positions. After some students defend their
answers, the teacher can ask if others have been swayed. If so, stand
up. If not, what are your thoughts? Why did you disagree? After
hearing those who disagree, does anyone who has agreed want to
change their minds? This should be used when students have had
some exposure to the content.
Additional Information
Statement
How can you find out?
All magnets have 2 poles.

__agree
__disagree
__it depends __not sure
My thoughts:
Energy
1. Energy is a material that is stored in an object.
2. When energy changes from one form to another,
heat is usually given off.
3. Energy can never be created or destroyed.
4. Something has to move in order to have energy.
Annotated Student Drawings are student-made, labeled illustrations that

visually represent and describe students thinking about scientific
concepts. Younger students may verbally describe and name parts of
their drawings while the teacher annotates them.
Annotated Student
Drawings
41


July 2015
Strategy Name
Card Sorts
Chain Notes
Commit and Toss
Description
Card Sorts is a sorting activity in which students group a set of cards

with pictures or words according to certain characteristics or category.
Students sort the cards based on their preexisting ideas about the
concepts, objects, or processes on the cards. As students sort the
cards, they discuss their reasons for placing each card into a designated
group. This activity promotes discussion and active thinking.
Chain Notes is a strategy that begins with a question printed at the top of
a paper. The paper is then circulated from student to student. Each
student responds with one to two sentences related to the question and
passes it on to the next student. A student can add a new thought or
build on a previous statement.
Commit and Toss is a technique used to anonymously and quickly
assess student understanding on a topic. Students are given a
question. They are asked to answer it and explain their thinking. They
write this on a piece of paper. The paper is crumpled into a ball. Once
the teacher gives the signal, they toss, pass, or place the ball in a
basket. Students take turns reading their "caught" response.
Once all ideas have been made public and discussed, engage students
in a class discussion to decide which ideas they believe are the most
plausible and to provide justification for the thinking.
What is Matter?
Matter is all around us.
Matter makes up everything.
Matter has volume and takes up space.
You can feel and see matter.
Solids and Holes
Lance has a thin, solid piece of material. He places it in
water. It floats. He takes the material out and punches
holes all the way through it.
What do you think Lance will observe when he puts the
material with holes back in the water?
A.
B.
C.
D.
It will sink.
It will barely float.
It will float the same as it did before the holes
were punched.
It will neither sink nor float. It will bob up and
down in the water.
Explain your thinking. Describe the reason for the answer

you selected.
Concept Card
Mapping
42
Concept Card Mapping is a variation on concept mapping. Students are

given cards with the concepts written on them. They move the cards
around and arrange them as a connected web of knowledge. This
strategy visually displays relationships between concepts.


July 2015
Strategy Name
Description
Concept Cartoons are cartoon drawings that visually depict children or
adults sharing their ideas about common everyday science.
Students decide which character in the cartoon they agree with most
and why. This formative assessment is designed to engage and
motivate students to uncover their own ideas and encourage scientific
argumentation.
Concept Cartoons are most often used at the beginning of a new
concept or skill. These are designed to probe students thinking about
everyday situations they encounter that involve the use of science.
Not all cartoons have one right answer. Students should be given
ample time for ideas to simmer and stew to increase cognitive
engagement.
Data Match provides students with a data set from a familiar
investigation and several statements about data. Students use evidence
from the data to determine which statements are accurate. This strategy
provides students with an opportunity to consider what constitutes
evidence, practice interpreting data, and consider how confident they
are in interpreting results of an inquiry.
Concept Cartoons
Data Match
www.pixton.com
Where We Put the Ice Cube
How Many Minutes It

Took to Melt
On the blacktop in the sun
On the blacktop in the shade

On the grass
7
10
On the metal side
On the dirt underneath the slide

5
Which of these statements match your results?
The ice cube on the grass took longest to melt.
The metal slide was hotter than the dirt underneath the slide.
The ice cube melted faster on the blacktop in the sun than on the
shaded blacktop.
Ice placed on dark things melts faster than ice placed on light
things.
Ice melts faster on some surfaces than on others.
Fact First Questioning
43
Fact First Questioning is a higher-order questioning technique used to

draw out students knowledge. It takes a factual what question and
turns it into a deeper how or why question. Teachers state the fact
first and then ask students to elaborate, enabling deeper thinking
processes that lead to a more enduring understanding of science
concepts.

Examples of Fact First Questions

Glucose is a form of food for plants.
Why is glucose considered a food for plants?
A cell is called the basic unit of life.
Why is the cell called the basic unit of life?
The patterns of stars in the night sky stay the same.
Why do the patterns of stars in the night sky stay the
same?
Sandstone is a sedimentary rock.
Why is sandstone considered a sedimentary rock?

July 2015
Strategy Name
Familiar Phenomenon
Probes
Description
Familiar Phenomenon Probes is a strategy involving two-tiered

questions consisting of a selected response section and a justification
for the selected response. They engage students in thinking about
scientific ideas related to the phenomenon and committing to a response
that matches their thinking. The distracters (wrong choices) include
commonly held misconceptions that children have in science.
Whats in the Bubbles?

Hannah is boiling water in a glass tea kettle. She notices large
bubbles forming on the bottom of the kettle that rise to the top
and wonders what is in the bubbles. She asks her family what
they think, and this is what they may say:
Dad:
Calvin:
Grandma:
Mom:
Lucy:
They are bubble of heat.

The bubbles are filled with air.
The bubbles are an invisible form of water.
The bubbles are empty. There is nothing
inside them.
The bubbles contain oxygen and hydrogen
that separated from the water.
Which person do you most agree with and why? Explain

your thinking.
First Word-Last Word is a variation of acrostic poetry. Students

construct statements about a concept or topic before and after
instruction that begins with the designated letter of the alphabet. The
acrostic format provides a structure for them to build their idea
statements off different letters that make up the topic word.
First Word-Photosynthesis
Plants make their own food.
Happens in cells
Other animals eat plants.
The roots take up food and water.
Oxygen is breathed in through

leaves.
Sunlight makes food for plants.
First Word-Last Word
You cant make your own food.
Needs water, sunlight, oxygen,

and minerals
The leaves, roots, and stems are
all parts that make food.
Have to have sun and water
Energy comes from the sun.
Sunlight turns plants green.
It happens in all plants.
Soil is used by plants to make
food.
44

Last Word-Photosynthesis
Producers such as plants use
energy from the sun to make their
food.
Happens in cells that have
structures called chloroplasts
Organisms that eat plants are
using energy from the plant.
The roots take water up to the
leaves where it reacts with
sunlight and carbon dioxide.
Oxygen is given off during
photosynthesis and is used by
plants and animals for respiration.
Sunlight provides the energy so
plants can make food.
You need to have cells with
chloroplast and chlorophyll to
make food.
Needs water, carbon dioxide and
sunlight to make food
The leaf is the food making part.
Have to have sunlight, water, and
carbon dioxide
Energy comes from sunlight.
Sunlight is trapped in the
chlorophyll.
It is necessary life process for all
plants.
Soil holds the water for plants and
gives some minerals.

July 2015
Strategy Name
Description
Fist to Five asks students to indicate the extent of their understanding of
a scientific concept by holding up a closed fist (no understanding), one
finger (very little understanding), and a range up to five fingers
(understand completely and can easily explain it to someone else). Fist
to Five provides a simple feedback opportunity for all students in a class
to indicate when they do not understand a concept or skill and need
additional support for their learning.
Four Corners is a kinesthetic strategy. The four corners of the
classroom are labeled: Strongly Agree, Agree, Disagree and Strongly
Disagree. Initially, the teacher presents a science statement to students
and asks them to go to the corner that best aligns with their thinking.
Students then pair up to defend their thinking with evidence. The
teacher circulates and records student comments. Next, the teacher
facilitates a whole group discussion. Students defend their thinking and
listen to others thinking before returning to their desks to record their
new understanding.
Frayer Model is a strategy that graphically organizes prior knowledge
about a concept into an operational definition, characteristics, examples,
and non-examples. It provides students with the opportunity to clarify
what they are thinking about the concept and to communicate their
understanding.
Fist to Five
Four Corners
Frayer Model
I do not
understand it.
I understand
some of it.
Friendly Talk Probes
45

I understand it
completely.
I understand it and
can explain it.
Agree
Strongly
Agree
Strongly
Disagree
Disagree
Definition
Characteristics
Living Things
Examples
Friendly Talk Probes is a strategy that involves a selected response

section followed by justification. The probe is set in a real-life scenario in
which friends talk about a science-related concept or phenomenon.
Students are asked to pick the person they most agree with and explain
why. This can be used to engage students at any point during a unit. It
can be used to access prior knowledge before the unit begins, or assess
learning throughout and at the close of a unit.
I understand
most of it.
Non-examples
Talking about Gravity
Two friends are talking about gravity.

Ben says, Gravity needs atmosphere or air. If there is no
air or atmosphere, there will be no gravity.
Kelly says, Gravity doesnt need an atmosphere or air. If
there is no air or atmosphere, there will still be gravity.
Which friend do you agree with?__________
Describe your thinking. Explain why you agree with one
friend and disagree with the other.

July 2015
Strategy Name
Give Me Five
Human Scatterplot
I Used to Think
But Now I Know
Justified List
Description
Give Me Five is a simple, quick technique for inviting and valuing public
reflection and welcoming feedback from the students. Students should
be given time to quietly reflect, perhaps through a quick write. Teacher
selects five volunteers to share their reflection.
1.
NOTE: Deliberately select students for the purpose of reinforcing

correct understanding and addressing misconceptions.
4.
Human Scatterplot is a quick, visual way for teacher and students to get
an immediate classroom snapshot of students thinking and the level of
confidence students have in their ideas. Teachers develop a selective
response question with up to four answer choices. Label one side of the
room with the answer choices. Label the adjacent wall with a range of
low confidence to high confidence. Students read the question and
position themselves in the room according to their answer choice and
degree of confidence in their answer.
I Used to ThinkBut Now I Know is a self-assessment and reflection
exercise that helps students recognize if and how their thinking has
changed at the end of a sequence of instruction. An additional column
can be added to includeAnd This Is How I Learned It to help students
reflect on what part of their learning experiences helped them change or
further develop their ideas.
Justified List begins with a statement about an object, process, concept
or skill. Examples that fit or do not fit the statement are listed. Students
check off the items on the list that fit the statement and provide a
justification explaining their rule or reasons for their selections.
This can be done individually or in small group. Small groups can share
their lists with the whole class for discussion and feedback.
Pictures or manipulatives can be used for English-language learners.
2.
3.
5.
What was the most significant learning you had during

todays lesson?
How in the zone do you feel right now as far as
understanding the concept?
How did todays lesson help you better understand the
concept?
What was the high point of this weeks activities on the
concept?
How well do you think todays science discussion
worked in improving your understanding of the
concept?
I USED TO THINK
BUT NOW I KNOW
Making Sound
All of the objects listed below make sounds.
Put an X next to the objects you think involve vibration
in producing sound.
____guitar strings
____drum
____piano
____dripping faucet ____flute
____wind
____hammer
____crumpled paper
____thunderstorm ____barking dog
____screeching brakes
Explain your thinking. What rule or reasoning did you
use to decide which objects involve vibration?
46


July 2015
Strategy Name
K-W-L Variations
Learning Goals
Inventory (LGI)
Look Back
Muddiest Point
47
Description
K-W-L is a general technique in which students describe what they
Know about a topic, what they Want to know about a topic, and what
they have Learned about the topic. It provides an opportunity for
students to become engaged with a topic, particularly when asked what
they want to know. K-W-L provides a self-assessment and reflection at
the end, when students are asked to think about what they have
learned. The three phrases of K-W-L help students see the connections
between what they already know, what they would like to find out, and
what they learned as a result.
Learning Goals Inventory (LGI) is a set of questions that relate to an
identified learning goal in a unit of instruction. Students are asked to
inventory the learning goal by accessing prior knowledge. This
requires them to think about what they already know in relation to the
learning goal statement as well as when and how they may have
learned about it. The LGI can be given back to students at the end of
the instructional unit as a self-assessment and reflection of their
learning.
Look Back is a recount of what students learned over a given
instructional period of time. It provides students with an opportunity to
look back and summarize their learning. Asking the students how they
learned it helps them think about their own learning. The information
can be used to differentiate instruction for individual learners, based on
their descriptions of what helped them learn.
Muddiest Point is a quick-monitoring technique in which students are
asked to take a few minutes to jot down what the most difficult or
confusing part of a lesson was for them. The information gathered is
then to be used for instructional feedback to address student difficulties.

K
This is what I
already KNOW
W
This is what I
WANT to find out
L
This is what I
LEARNED
What do you think the learning goal is about?

List any concepts or ideas you are familiar with related
to this learning goal.
List any terminology you know of that relates to this
goal.
List any experiences you have had that may have
helped you learn about the ideas in this learning goal.
What I Learned
How I Learned it
Scenario: Students have been using a hand lens

to make observations of the details on a penny.
Teacher states, I want you to think about the
muddiest point for you so far when it comes to using
a hand lens. Jot it down. I will use the information
you give me to think about ways to help you better
use the hand lens in tomorrows lesson.

July 2015
Strategy Name
Odd One Out
Paint The Picture
Partner Speaks
Description
Odd One Out combines similar items/terminology and challenges

students to choose which item/term in the group does not belong.
Students are asked to justify their reasoning for selecting the item that
does not fit with the others. Odd One Out provides an opportunity for
students to access scientific knowledge while analyzing relationships
between items in a group.
Paint the Picture visually depicts students thinking about an idea in
science without using any annotations. This involves giving the students
a question and asking them to design a visual representation that
reveals their thinking and answers the question. Paint the Picture
provides an opportunity for students to organize their thinking and
represent their thinking in a creative, unique visual format.
Partner Speaks provides students with an opportunity to talk through an
idea or question with another student before sharing with a larger group.
When ideas are shared with the larger group, pairs speak from the
perspective of their partners ideas. This encourages careful listening
and consideration of anothers ideas.
Properties of Matter: In each set, circle the Odd One Out

and describe why it does not fit with the others .
Which Is the Odd One?
weight
density
length
color
Why Is It the Odd One Out?
What role do minerals play in the formation of a rock?
minerals
rock
Today we are going to investigate how objects float and sink

in water.
-
What do you think affects whether an object floats or

sinks in water?
What can you do to change how an object floats or
sinks?
Turn to your partner and take turns discussing ideas.
Pass the Question
A Picture Tells a
Thousand Words
48
Pass the Question provides an opportunity for students to collaborate in

activating their own ideas and examining other students thinking.
Students begin by working together in pairs to respond to a question.
Time is allotted for partial completion of their responses. When the time
is up, they exchange their partially completed response with another
pair. Students are provided time to finish, modify, add to, or change it
as they deem necessary. Pairs then group to give feedback to each
other on the modifications.
A Picture Tells a Thousand Words is a technique where students are
digitally photographed during an inquiry-based activity or investigation.
They are given the photograph and asked to describe and annotate
what they were doing and learning in the photo. Images can be used to
spark student discussions, explore new directions in inquiry, and probe
their thinking as it relates to the moment the photograph was taken.

What are the phases of the moon?

Can sound travel through a solid?
What is the difference between
temperature and humidity?
Are science tools helpful?
How can you measure matter?

July 2015
Strategy Name
Description
Question Generating
Sticky Bars
Thinking Logs
Question Generating is a technique that switches roles from the teacher

as the question generator to the student as the question generator. The
ability to formulate good questions about a topic can indicate the extent
to which a student understands ideas that underlie the topic. This
technique can be used any time during instruction. Students can
exchange or answer their own questions, revealing further information
about the students ideas related to the topic.
Sticky Bars is a technique that helps students recognize the range of

ideas that students have about a topic. Students are presented with a
short answer or multiple-choice question. The answer is anonymously
recorded on a Post-it note and given to the teacher. The notes are
arranged on the wall or whiteboard as a bar graph representing the
different student responses. Students then discuss the data and what
they think the class needs to do in order to come to a common
understanding.
Thinking Logs is a strategy that informs the teacher of the learning

successes and challenges of individual students. Students choose the
thinking stem that would best describe their thinking at that moment.
Provide a few minutes for students to write down their thoughts using
the stem. The information can be used to provide interventions for
individuals or groups of students as well as match students with peers
who may be able to provide learning support.
Think-Pair-Share
Question Generating Stems:

Why does___?
How does___?
What if___?
What could be the reason for___?
What would happen if___?
How does___compare to___?
How could we find out if___?
I was successful in
I got stuck
I figured out
I got confused whenso I
I think I need to redo
I need to rethink
I first thoughtbut now I realize
I will understand this better if I
The hardest part of this was
I figured it out because
I really feel good about the way
Think-Pair-Share is a technique that combines thinking with

communication. The teacher poses a question and gives individual
students time to think about the question. Students then pair up with a
partner to discuss their ideas. After pairs discuss, students share their
ideas in a small-group or whole-class discussion. (Kagan)
NOTE: Varying student pairs ensures diverse peer interactions.
49


July 2015
Strategy Name
Description
Traffic Light Cups is a monitoring strategy that can be used at any time
during instruction to help teachers gauge student understanding. The
colors indicate whether students have full, partial, or minimal
understanding. Students are given three different-colored cups, asked to
self-assess their understanding about the concept or skill they are
learning, and display the cup that best matches their understanding.
Two-Minute Paper is a quick way to collect feedback from students
about their learning at the end of an activity, field trip, lecture, video, or
other type of learning experience. Teacher writes two questions on the
board or on a chart to which students respond in two minutes.
Responses are analyzed and results are shared with students the
following day.
Traffic Light Cups
Two-Minute Paper
Two Stars and a Wish
50
Green
Yellow
Red
I understand this very well.

I understand most of it but could
use a little help.
Help. I dont get it.
What was the most important thing you learned

today?
What did you learn today that you didnt know
before?
What important question remains unanswered
for you?
What would help you learn better tomorrow?
Two Stars and a Wish is a way to balance positive and corrective

feedback. The first sentence describes two positive commendations for
the students work. The second sentence provides one
recommendation for revision. This strategy could be used teacher-tostudent or student-to-student.
3-2-1 is a technique that provides a structured way for students to reflect

upon their learning. Students respond in writing to three reflective
prompts. This technique allows students to identify and share their
successes, challenges, and questions for future learning. Teachers
have the flexibility to select reflective prompts that will provide them with
the most relevant information for data-driven decision making.
3-2-1

Sample 1
3 Three key ideas I will remember

2 Two things I am still struggling with
1 One thing that will help me tomorrow
Sample 2

July 2015
DIGITAL PROGRAM ACCESS INFORMATION

The Elementary Science Department highly recommends the use of the following digital resources purposes of planning, delivery of
instruction, formative and summative assessment, and/or professional development. Access information and a brief description of each
is provided.
Science Fusion Think Central (www.thinkcentral.com)
Username/Login: district username
Password: district password
Access the HMH Think Central tile through V-Portal.
Science Fusion Think Central platform provides teachers with digital access
to the district-adopted textbook resource. It contains digital lessons and labs
that parallel the hard copy materials providing students with multiple exposures
to the context of science content. A wealth of additional instructional resources
organized by grade, unit, and lesson are available for easy teacher access.
If you need technical assistance, call 800-323-9239.
The Happy Scientist (www.thehappyscientist.com)

Contact your Elementary Curriculum Cadre Science Leader for
assistance with access information (username and password).
The Happy Scientist website is a rich collection of videos, photographs,
experiments, questions of the day, blogs, and SO much more. The content is
aligned to the NGSSS for science and is easy to navigate.
If you need assistance with science experiments and videos, email
rob@krampf.com.
If you need assistance with the website, email
membersupport@krampf.com.
CPALMS (www.cpalms.org)
iCPALMS (www.cpalms.org)
FCAT Explorer
Florida Achieves Focus (www.florida-achieves.com)
CPALMS is an online toolbox of information, vetted resources, and interactive

tools that helps educators effectively implement teaching standards. It is the
State of Floridas official source for standards information and course
descriptions.
FCAT Explorer Science Station provides comprehensive practice for the

science benchmarks tested on the elementary science FCAT 2.0. The program
is organized into four areas: Physical/Chemical, Earth/Space,
Life/Environmental, and Scientific Thinking. Support includes glossary terms,
hints, and incorrect answer feedback. Science Station also features innovative
vocabulary building exercises.
Focus is a Florida Department of Education website offering online miniassessments for science. For each benchmark in science, Focus offers a 5-item
test and a 5-item retest. Currently mini-assessments for science are available
for Grade 5 only at the elementary level.
Students and teachers can use their FCAT Explorer sign-in name and
password to begin using Focus immediately. If you need help with your
sign-in name and password, call 888-750-3228 for assistance.
ICPALMS is a powerful portal linking teachers across the state to online tools
for planning and implementing instruction. Based on adopted standards
governing what students must learn, these tools will, in turn, connect educators
with thousands of existing resources for teaching science, making this an
innovative system like no other.
For user support by phone, call 855-826-8236.
51


July 2015
Read Works
http://www.readworks.org
Science Topics to Explore: Each topic is 1 to 2 pages long and includes text-based questions for students to answer.
Remember that you need to register and receive a password to get into Read Works. Its quick and FREE!
Name of Topic
Hard Rocks
Hard Rocks
Grade
Level
(NGSSS)
4
4
Aliens Invade
Animals Get Ready
Calling All Spiders
Climbing The Walls
Habitats How Habitats Affect
Us
Leaping Lemurs
Play Time
Sneaky Sssnakes
4/5
3/4/5
5
3/5
5
Electricity & Energy Energy

Electricity & Energy Energy
The Light Bulb
Lights Out
5
5
Explore Our Solar System

Asteroid Attack
3
5
Magnetism Magnets Types

and Uses
The Science of Fun
52
5
5
3
Grade
Level
(CCSS)
Lexile
multiple skill & strategy

cause and effect
5
6
860
860
cause and effect

5
3
5
4
3
910
690
900
750
580
nocturnal
behavior-survival
reptiles-cold-blooded
ENERGY
wind-sun-fossil fuels
light bulb-Thomas Edison

5
6
4
870
1000
680

4
4
780
750
carbon monoxide-hypothermia-power
outage
SPACE
planets-sun-orbit
asteroid-comet
MAGNETISM
magnetic force-electromagnets
870
main idea
3
5
550
840
820
760
Key Words
ROCKS & MINERALS
diamonds-minerals
diamonds-minerals-crystals
ANIMALS
plants-animals-harmful
migrate-hibernate-adaptations
arachnids-species-organs-predators
gecko-adaptations
habitats-adaptations
MOTION
gravity-center of gravity-law of motionfriction-heat-energy

Reading Skills

July 2015
Name of Topic
Climates: An Introduction to
Climates
Climates: Climate Zones
High and Dry
The Whys of Weather: Clouds
The Whys of Weather: Rain
Weather: An Introduction to
Weather
Weather: Meteorology &
Weather Maps
Weather: The Water Cycle
Weather: Types of Clouds
Weather: Wind
Winter Worries and Health
Hazards
Pumping Up the Heart
Skin: The Great Protector
The Human Body: The Human
Brain
Heart
Lung
The Human Body: Your Vision
Understanding How the Brain
Works
Whats Inside
53
Grade
Level
(NGSSS)
Grade
Level
(CCSS)
Lexile
770

4
6
3
3
4
800
1020
550
520
700
tropical-desert-temperature-polar
weathering-sediment-aquifer
water vapor-condensation
condensation-precipitation
atmosphere-humidity-temperature-air
pressure
cold fronts-warm fronts
740
5
5
5
5
condensation-precipitation
cumulus-stratus-cirrus
circulation-sun-air
frostbite-hypothermia

4
4
4
4
680
620
730
770
5
5
5
HUMAN BODY
heart-muscle-beat
largest organ
brain-control center-signals

5
4
4
880
720
760
blood-oxygen-carbon dioxide
720
oxygen-chambers-carbon dioxide
760
5
5
pupil-retina
memory-emotions-learning-pain

3
5
620
870
brain-neurons-cerebellum-brainstemcortex
870
5
5
4/5
5
5
5
Key Words
WEATHER/CLIMATE
climate-weather-temperature-rainfall

Reading Skills

July 2015
Supplemental Literature
TITLE
A Cool Drink of Water
Ant, Ant, Ant! (An Insect Chant)
Bartholomew and the Oobleck
Bugs Are Insects
Butternut Hollow Pond
Down the Drain: Conserving Water
Dr. Xargle's Book of Earlets
Electrical Circuits
Erosion (The Weather Report series)
Girls Think of Everything: Stories of Ingenious
Inventions by Women
Grand Canyon: A Trail Through Time
House for a Hermit Crab
AUTHOR
Barbara Kerley
April Pulley Sayre
Dr. Seuss
Annie Rockwell
Brian J. Heinz
Anita Ganeri and Chris Oxlade
Jeanne Willis
Lewis Parker
Virgina Castleman
How People Learned to Fly

If I Built a Car
Imaginative Inventions
Inventing the Automobile
Kids' Paper Airplane Book
Oil Spill!
Catherine Thimmesh
Linda Vieira
Eric Carle
Fran Hodgkins
Chris Van Dusen
Charise Mericle Harper
Erinn Banting
Ken Blackburn and
Jeff Lammers
Melvin Berger
Pancakes, Pancakes!
Eric Carle
Papa, Please Gete the Moon for Me

Popcorn
Prince William
Eric Carle
Elaine Landau
Gloria Rand
Rice
Rice is Life
Rise the Moon
Seashells by the Seashore
Seven Blind Mice
Sheep in a Jeep
Somewhere in the World Right Now
Sound (Energy Works! Series)
The Moon Book
The Perfect Pet
54

Louise Spilsbury
Rita Golden Gelman
Eileen Spinelli
Marianne Berkes
Ed Young
Nancy Shaw
Stacey Schuett
Jenny Karpelenia
Gail Gibbons
Margie Palatini
CONCEPT/SKILL
science inquiry, water conservation
science Inquiry and life science
matter
science inquiry and life science, invertebrates
science Inquiry, Life Science
science inquiry, water conservation
observation, inferencing, scientific process
electricity, circuits, transferring of energy
erosion, Scientific inquiry/process, model building
STEM
erosion, weathering
observation, classification
science inquiry, science and technology, force and motion,
physical science
science inquiry
inquiry, technological design, STEM
science inquiry
science inquiry, science and technology, force and motion,
physical science
life science, changes in environment that affect animal life,
conducting experiment
chemical changes, chemical energy, predictions, conduction of
heat, heat energy, electrical energy
moon phases
scientific process
life science, changes in environment that affect animal life,
conducting experiment
scientific process and inquiry, variables
scientific process and inquiry, variables
moon phases
observation, classification
observation, inferencing, scientific process
science inquiry, force and motion, science and technology
seasons and phases of the moon
physical science, science and technology
Moon phases, observations, data collection
Science Inquiry and life science

July 2015
TITLE
The Popcorn Book
The Remarkable Farkle McBride
Too Many Toys
Turtle Watch
Turtle, Turtle, Watch Out
AUTHOR
CONCEPT/SKILL
Tomie dePaola
John Lithgow
David Shannon
Saviour Pirotta
Scientifc Process
Physical science, sound energy, science and technology
Electricity, cirucuits, transferring of energy
Life science, life cycles
Life science, life cycles, changes in environment that affect animal
life
Life science, adapatations,
Life science, relationships between animals
Science Inquiry, Life Science
April Pulley Sayre
Weird Friends: Unlikely Allies in the Animal Kingdom

What's Eating You? Parasites- The Inside Story
White Owl, Barn Owl
Jose Aruego and Ariane Dewey

Nicola Davies
Nicola Davies
Website with ELA skill questions tied to the Max Axiom graphic novels:
https://sites.google.com/a/share.brevardschools.org/aulakh-science-resources/max-axiom
GRAPHIC NOVELS from Capstone Curriculum/Redbrick Learning

TITLE
World of Food Chains with Max Axiom, The
Lessons in Science Safety with Max Axiom
Solid Truth About the States of Matter with Max Axiom
Powerful World of Energy with Max Axiom, The
Investigating the Scientific Method with Max Axiom
Crash Course in Forces and Motion with Max Axiom
Adventures in Sound with Max Axiom
Attractive Story of Magnetism with Max Axiom, The
Illuminating World of Light with Max Axiom, The
Refreshing Look at Renewable Energy with Max Axiom
Understanding Photosynthesis with Max Axiom
Dynamic World of Chemical Reactions with Max Axiom
The Whirlwind World of Hurricanes with Max Axiom
Clara Barton: Angel of the Battlefield
Elizabeth Blackwell: America's First Woman Doctor
Issac Newton and the Laws of Motion
Jane Goodall
Marie Curie and Radioactivity
55

AUTHOR
Liam O'Donnell
Donald Lemke and
Thomas Adamson
Agnieszka Biskup
Agnieszka Biskup and
Cynthia Martin
Donald Lemke and
Thomas Adamson
Emily Sohn
Emily Sohn
Barbara Shultz and
Cynthia Martin
Emily Sohn
Barbara Shultz and
Cynthia Martin
Liam O'Donnell
Agnieszka Biskup
Emily Sohn
Allison Lassieur
Trina Robbins
Andrea Gianopoulos
Katherine Krohn
Connie Colwell Miller
CONCEPT/SKILL
food Chains
science Safety
matter
energy
science Process
forces and Motion
sound
magnetism, forces
light
energy
plants, energy
matter, chemical reactions, energy
weather
scientist
scientist
scientist
scientist
scientist

July 2015
GLOSSARY OF TERMS
The Science Curriculum Map has been developed by teachers for ease of use during instructional planning.
Terminology found within the framework of the curriculum map is defined below.
Next Generation Sunshine State Standards (NGSSS): a set of content and process science standards that define with specificity
what teachers should teach and students should know and be able to do; adopted by the Florida State Board of Education in 2008
NGSSS Body of Knowledge: the broadest organizational structure used to group content and concepts within the curriculum map and
include the following: Nature of Science, Earth Science, Physical Science and Life Science (also known as Reporting Category)
Standard/Big Idea: an overarching organizational structure used to describe the scope of a selected group of benchmarks; for example,
The Characteristics of Science Knowledge, Earth Systems and Patterns, Forms of Energy, and Interdependence
Unit of Study: an overarching organizational sub-structure comprised of a collection of topics used to group content and concepts for a
more narrow focus
Topics: a grouping of benchmarks and skills that form a subset of scientific concepts covered in each unit of study
Benchmarks: the required NGSSS expectations presented in the course descriptions posted on CPALMS by FLDOE
Learning Targets/Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the benchmarks
Vocabulary: the content terminology and other academic language and phrases that support mastery of the learning targets and skills;
for teacher- and student-use alike
Prerequisite Learning: the benchmarks assigned to previous grade levels that support learning within the current grade level
Pacing: a recommendation of time frames for initial delivery of instruction and assessment in preparation for grade 5 Science FCAT 2.0
Teacher Hints: a listing of considerations when planning for instruction; may include suggestions or ideas for review
Resource Alignment: a listing of available, high quality and benchmark-aligned materials including labs, strategies, lessons, and
videos from textbook and other media sources
RARE: a week at the end of each instructional unit dedicated to the Review, Assessment, Remediation, and Enrichment of concepts,
learning targets, and skills as assessed through the science assessment (see Standardized Classroom Assessment Procedures for
details)
Formative Assessment Strategies: techniques that can be used before, during, and after instruction to evaluate student learning
The District Science Office recommends that all students engage in hands-on, minds-on science experiences daily.
56


July 2015

Science Grade 5

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Nature of Science

Next Generation Sunshine State Standards

Volusia County Schools

Grade 5 Science Curriculum Map

Authorization for reproduction of this document is hereby granted.

Volusia County Schools Elementary Science Department

Volusia County Schools

Grade 5 Science Curriculum Map

II. Making Connections

III. Science Process Skills: Basic and Integrated

IV. 5E Learning Cycle: An Instructional Model..............................

V. Webbs Depth of Knowledge

VI. Fair Game Benchmarks Reference for grades 3 and 4.

VII. Units of Study

Formative Assessment Strategies..

IX. Glossary of Terms for the Science Curriculum Map.....

Volusia County Schools

Grade 5 Science Curriculum Map

Next Generation Sunshine State Standards

Fifth Grade Overview

Volusia County Schools

Grade 5 Science Curriculum Map

Volusia Science Test

Introduction to Practice of Science

05 Volusia Science Test 1 (2015-2016)

Weather & Climate

Earth and Space

05 Volusia Science Test 2 (2015-2016)

(will be assessed at the end of the year)

(Testing Window: November 9-13)

(Testing Window: February 22-26)

Energy & Motion

05 Volusia Science Test 3 (2015-2016)

05 Volusia Science Test 4 (2015-2016)

(Testing Window: April 4-8)

Formative Assessment Strategies are included on pages 41-50.

an opportunity to ensure student

an opportunity to evaluate the degree of

Volusia County Schools

an opportunity to revisit science

an opportunity to engage in challenging

Grade 5 Science Curriculum Map

Creativity and innovation

Apply digital tools to gather, evaluate, and use information.

Critical thinking, problem

Demonstrate a sound understanding of technology concepts, systems, and operations.

Volusia County Schools

Grade 5 Science Curriculum Map

Reason abstractly and quantitatively. (SMP.2)

Construct viable arguments and critique the reasoning of others. (SMP.3)

Model with mathematics. (SMP.4)

Use appropriate tools strategically. (SMP.5)

Attend to precision. (SMP.6)

Look for and make use of structure. (SMP.7)

Look for and express regularity in repeated reasoning. (SMP.8)

Volusia County Schools

Grade 5 Science Curriculum Map

Science Process Skills: Basic and Integrated

Volusia County Schools

Grade 5 Science Curriculum Map

5E Learning Cycle: An Instructional Model

The engagement phase of the model

The exploration phase of the model is