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Shrewsbury Borough School District
Science Curriculum Guide
Grade 5
2015/ revised 2017
Mission Statement:
The mission of the Shrewsbury Borough School District, a system built on successful cooperation among family, school and
community, is to prepare all students to achieve excellence and to become responsible citizens through rigorous educational programs
consistent with New Jersey Core Content State Standards and which respect individual differences and diversity. Students will be
prepared to meet the challenges presented in the regional high school and the world beyond.
Shrewsbury Borough School’s Curriculum Writing Committee:
Laura Ehlers-Middle School Science Teacher
Approved by Shrewsbury Borough Board of Education:
September 2015
Administration: Brent MacConnell-Superintendent
Debi Avento-Business Administrator Erica Reynolds-Supervisor of Curriculum & Instruction
Jennifer Zona-Supervisor of Special Services
Implementation: September 2015
Course Philosophy
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The performance expectations in fifth grade help students formulate answers to questions such as: “When matter changes, does its
weight change? How much water can be found in different places on Earth? Can combining other substances create new substances?
How does matter cycle through ecosystems? Where does the energy in food come from and what is it used for? How do lengths and
directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change
in different seasons?” Fifth grade performance expectations include PS1, PS2, PS3, LS1, LS2, ESS1, ESS2, and ESS3 Disciplinary
Core Ideas from the NRC Framework. Students are able to describe that matter is made of particles too small to be seen through the
development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes,
the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances.
Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere,
and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students
develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models,
students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’
food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and
direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. The crosscutting concepts of patterns;
cause and effect; scale, proportion, and quantity; energy and matter; and systems and systems models are called out as organizing
concepts for these disciplinary core ideas. In the fifth grade performance expectations, students are expected to demonstrate grade-
appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data,
using mathematics and computational thinking, engaging in argument from evidence, and obtaining, and communicating information;
and to use these practices to demonstrate understanding of the core ideas.
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Course Description
The grade five integrated science curriculum is driven by the Next Generation Science Standards. Each performance expectation has
three dimensions: disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. The disciplinary core ideas
describe existing scientific knowledge. The science and engineering practices describe how to engage in scientific inquiry. The
crosscutting concepts provide a framework for connecting scientific knowledge. The four units of study, which consist of Living
Things and Ecosystems, Earth Systems, Changes in Matter, and Earth, the Moon, and the Stars, integrate three strands of Science:
Earth Science, Life Science, and Physical Science. Students will be guided to develop an understanding of the role of decomposers,
consumers, and producers in a healthy ecosystem. They study the geosphere, hydrosphere, atmosphere, and biosphere and learn how
these systems interact. They develop models to examine patterns caused by the relative positions of Earth and the sun, and identify
matter as particles of matter too small to be seen.
Scope and Sequence
Course Title: Bring Science Alive! - Exploring
Science Practices
Grade Level: 5
Unit 1- Living Things and Ecosystems September - October
Unit 2 - Changes in Matter November - January
Unit 3 - Earth Systems February - April
Unit 4 - Earth, the Moon, and the Stars May - June
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Unit 1 Overview
Unit Title: Living Things and Ecosystems
Grade Level: 5
Recommended Pacing: 2 months - block scheduling
Unit Summary:
In a forest, you may see trees, birds, insects, ferns, moss, and mushrooms. Some things may be hidden from view like earthworms. All
living things, or organisms, live in an ecosystem. An ecosystem includes all the plants and animals, as well as nonliving things, in one
area. In this unit, you will read about ecosystems and how they function. You will learn how organisms interact with each other and with
nonliving things to meet their needs.
Unit 1 NGSS:
5-PS3.Energy
5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was
once energy from the sun.
5-LS1. From Molecules to Organisms: Structures and Processes
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2. Ecosystems: Interactions, Energy, and Dynamics
5-LS2-a. Construct and use models of food webs to describe the transfer of matter among plants, animals, decomposers and the
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environment, and discuss the limitations of these models.
5-LS2-d. Ask questions about what organisms obtain from the environment and what they release back as waste matter into the
environment.
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5-ESS3.Earth and Human Activity
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and
environment.
3-5-ETS1. Engineering Design
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on
materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and
constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model
or prototype that can be improved.
CCSS- ELA/Literacy
● RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
● RI.5.9 – Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
● W.5.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
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Math
● MP.2 – Reason abstractly and quantitatively.
● MP.4 – Model with mathematics.
● MP.5 – Use appropriate tools strategically.
● 5.MD.A.1 – Convert among different-sized standard measurement units within a given measurement system and use these
conversions in solving multi-step, real world problems.
Unit 1 ISTE Standards:
1. a-d Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes through technology.
2. a-d Communication and Collaboration- Students 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.
3. a-d Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information.
4. a-d Critical Thinking, Problem Solving, and Decision Making- Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
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Unit 1 Essential Questions:
What is an ecosystem?
What is the role of producers in an ecosystem?
What is the role of consumers in an ecosystem?
What is the role of decomposers in an ecosystem?
How do matter and energy move in an ecosystem?
What makes an ecosystem healthy or unhealthy?
How do ecosystems change?
How do humans change ecosystems?
Unit 1 Learning Targets
Students will be able to…
● use models to describe a phenomenon that includes the
idea that energy in animals’ food was once energy from
the sun ● identify and describe the relevant relationships between
plants, animals and energy
Unit 1 Learning Targets
Students will do…
● read for content mastery
● develop and use content related vocabulary
● analyze and interpret data to determine similarities and differences in findings
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● use the models to describe causal accounts of the relationships between energy from the sun and
animals’ needs for energy
● identify a claim which includes the idea that plants acquire the materials they need for growth chiefly from
air and water
● use reasoning to connect the evidence to support the claim with argumentation
● develop a model to describe a phenomenon that includes the movement of matter within an ecosystem identifying
relevant components, including: matter, plants, animals,
decomposers, and the environment
● describe the relationships among those components
● use the model to describe: the cycling of matter in the system, how interactions allow multiple species to meet
their needs, how newly introduced species can affect
the balance of interactions, and how changing an aspect
will affect other aspects of the ecosystem
● cite specific textual evidence to support analysis of
science and technical texts
● complete a variety of laboratory activities to support the content
● write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the
selection, organization and analysis of relevant content
● view various content related videos
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Unit 1 Evidence of Learning
Formative Assessments:
● Associated tests/quizzes
● Exit tickets
● Labs and engineering based projects
● Homework
● Brain POP quizzes
● Reading Challenges
● Participation: individual and group
● Interactive Science notebook
Summative Assessments:
● Associated tests and quizzes
● Develop a model of a food chain and a food web with at least 5 pieces including the sun, a producer, consumers, and a
decomposer which includes a written explanation of how matter and energy move through these models
● Lab work and engineering based projects
Lab Activities:
● owl pellet dissection
● explore the Conservation of Matter by completing an investigation of the mixing of sugar and yeast
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● design a soilless farming system; observe results and provide improvements
● Bio domes Engineering Design Project
● Gizmos labs: Cell Energy Cycle; Plants & Snails; Energy Conversions; Food Chains; Forest Ecosystem; Prairie
Ecosystem
Unit 1 Materials/Equipment:
Required Lab Materials: forceps, owl poster, owl pellets, toothpicks, balloons, paper cups, graduated cylinders (100 mL),
plastic spoons, sugar, triple beam balance, yeast, paper clips (large), yarn, bags (plastic sandwich size), cloth (cotton), containers
(plastic, 1 & 2 liter with caps), craft sticks, filters (coffee), plates (paper), seeds from different climates including lima beans, sponges,
safety glasses, disposable gloves, disinfectant wipes, masking tape, paper towels, water bottles with caps (500 mL), yellow
construction paper, clear tape, soil, sand, pebbles, rocks, wire, plastic wrap, string, chopsticks
Materials/Equipment/Resources:
Gizmos subscription, Quizlet subscription, and Brain POP subscription
Teachers Domain video clips: www.nj.pbslearningmedia.org Biomes; Biome in a Bag; Biome in a Baggie; Virtual Field Trip: Wild
Biomes; Where Creatures Live Exploration activity; Effects of Environmental Change Investigation activity; What is Biodiversity;
Indicator Species; associated Biome videos
Mr. Parr's science songs: Ecosystems Song; My Biome Song
TCI Bring Science Alive! Grade 5
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Smart Board, student Chrome books
Hydroponics kit
Virtual Owl Pellet dissection – www.kidwings.com
Learn How Early Aztec Chinampas Were the Precursor to Hydroponics
http://www.history.com/videos/aztec-ingenuity#aztec-ingenuity
Free wildlife photos and videos www.arkive.org
Animal Universe Game www.iknowthat.com/com/L3?Area=Habitats
Build an Online Habitat http://swichzoo.com/games/habitatgame.htm
How to Set Up a Terrarium http://www.carolina.com/teacher-resources/Video/how-to-set-up-a-terrarium-video/tr11209.tr
Collection of Sites: PBS Learning Media, Study Jams, Bill Nye, Discovery, Etc.
http://www.watchknowlearn.org/Category.aspx?CategoryID=2309
Collection of Resources on Plants http://www.internet4classrooms.com/science_elem_plants.htm
Kids Do Ecology http://kids.nceas.ucsb.edu/biomes/indes.html#terrestrial
NASA Mission: Biomes http://earthobservatory.nasa.gov/Experiments/Biome/index.php
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Biomes http://www.ucmp.berkeley.edu/glossary/gloss5/biome/
Virtual Lab: Energy Pyramid http://www.mhhe.com/biosci/genbiio/virtula_labs/BL_02/BL_02.html
Simulations http://phet.colorado.edu/en/simulations/category/by-level/elementary-school
Interactive Food Web http://www.harcourtschool.com/sctivity/food/food_menu.html
Webcams, Animal Guides, Activities http://www.montereybayaquarium.org/animas-and-experiences
Articles, Webcams, Interactive Activities http://nationalzoo.si.edu/education/
Oregon Zoo http://www.oregonzoo.org/discover/animals
Conservation http://www.worldwildllife.org/places
New Jersey Endangered and Threatened Wildlife http://www.state.nj.us/dep/fgw/tandespp.htm
Interactive Activity http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm
NJ Osprey Population Data http://www.conservewildlifenj.org/downloads/cwnj_320.pdf
Modeling Interdependence http://concord.org/stem-resources/experiment-ecosystems
Virtual Ecosystem http://concord.org/stem-resources/virtual-ecosystem
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Teacher Guide for Virtual Ecosystem http://concord.org/sites/default/files/projects/er/materials/TeacherGuide_Activity10-TXMO-
final.pdf
Effect of Climate on Ecosystems http://concord.org/stem-resources/variations-and-adaptations
Use a Model to Study the Effect of Competition http://concord.org/stem-resources/competition
Performance Tasks grades 5-8 http://pals.sir.com/tasks/tasks5-8.html
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Unit 2 Overview
Unit Title: Changes in Matter
Grade Level: 5
Recommended Pacing: 3 months – block scheduling
Unit Summary:
Look around you. Perhaps you are sitting on a plastic chair in front of a wooden desk. You may have pencils and paper in front of you, or
even a book. All of this is made of matter. Matter is all around you. The ground you walk on, the water you drink, and the air you breathe
are all matter. In this unit you will read about what matter is made of. You will learn how different materials can be identified, and how
different materials can change to become new materials.
NGSS:
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or
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mixing substances, the total weight of matter is conserved.
5-PS1-3. Make observations and measurements to identify materials based on their properties.
5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on
materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and
constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model
or prototype that can be improved.
ELA
R1.5.3 Explain the relationships 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.
R1.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject
area.
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information
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W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Math
5.MDA.1 Convert among different-sized standard measurement units within a given measurement system and use these conversions in
solving multi-step, real world problems.
5.MD.B.2 Make a line plot to display a data set of measurement in fraction of a unit. Use operations on fraction for this grade to solve
problems involving information present in line plots.
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Unit 2 ISTE Standards:
1. a-d Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes through technology.
2. a-d Communication and Collaboration- Students 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.
3. a-d Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information.
4. a-d Critical Thinking, Problem Solving, and Decision Making- Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
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Unit 2 Learning Targets
Students will be able to…
● develop a model to describe a phenomenon that includes
the idea that matter is made of particles too small to be
seen. In the model, students identify the relevant
components for the phenomenon, including: bulk matter
and particles of matter that are too small to be seen
● use the model to identify and describe relevant
relationships between those components
● use the model to describe how matter composed of tiny
particles too small to be seen can account for observable
phenomena (e.g., air inflating a basketball, ice melting
into water)
● measure and graph the given quantities using standard
units, including: the weight of substances before they are
heated, cooled, or mixed and the weight of substances,
including any new substances produced by a reaction,
after they are heated, cooled, or mixed
Unit 2 Learning Targets
Students will do…
● read for content mastery
● develop and use content related vocabulary
● cite specific textual evidence to support analysis of
science and technical texts
● complete a variety of laboratory activities to support the
content
● write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content
● view various content related videos
● discuss that matter is too small to be seen
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● measure and/or calculate the difference between the total
weight of the substances (using standard units) before and
after they are heated, cooled, and/or mixed
● describe the changes in properties observed during and/or
after heating, cooling, or mixing substances
● use measurements and calculations to describe that the
total weights of the substances did not change, regardless
of the reaction or changes in properties that were observed
● use measurements and descriptions of weight, as well as
the assumption of consistent patterns in natural systems, to
describe evidence to address scientific questions about the
conservation of the amount of matter
● from the given investigation plan, students identify the
phenomenon under investigation, and identify the purpose
of the investigation, which includes collecting data to
serve as the basis for evidence
● from the given investigation plan, students describe the
evidence from data that will be collected, including:
properties of materials that can be used to identify those
materials and describe how the observations and
measurements will provide the data necessary to address
the purpose of the investigation
● explain that matter has mass and takes up space
● use a balance to measure the mass of different objects
● identify the various properties of matter, such as mass,
Texture, hardness, elasticity, odor, magnetism, mass,
And reaction to heat
● describe the process of adding matter to an enclosed area
and observing the physical and chemical changes
● describe the process of mixing matter and observing the
results of the interaction
● prove that the total weight of matter remains constant
when there is a change in property
● explain the properties that are formed when two different
substances are mixed together
● identify and compare materials by their observable
properties
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● from the given investigation plan, students describe how
the data will be collected
● collect and record data according to the given
investigation plan
Unit 2 Evidence of Learning
Formative Assessments:
● Associated tests and quizzes
● Exit tickets
● Student Interactive notebook
● Reading Challenges
● Lab work and engineering based projects
● Homework
● BrainPOP quizzes
● Participation: individual and group
● Acrostic poem
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Summative Assessments:
● Associated tests and quizzes
● Lab work and engineering based projects
UNIT 2
Lab Activities:
● From Bring Science Alive! - Grade 5:
➔ After observing and explaining a series of demonstrations, students will develop a model that describes matter as consisting of
particles that are too small to be seen
➔ Model a solid, liquid, gas, and mixture
➔ Plan and carry out an investigation and mix together a variety of different substances; use their plan to identify which
substances react together to form new substances
➔ Measure and graph the weight of substances before and after a change to discover what happens to the weight of substances
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during different kinds of changes
➔ Make glue from flour and water; use the engineering design process to identify what makes “good” glue
● Gizmos Labs: Phase Changes, Phases of Water, Solubility and Temperature, Density, Mineral ID, Mystery Powder Analysis
● Hydrogen Bubbles; Ice Cream in a Bag; Insta Snow kit; Chromatography: Why do leaves change color? with Leaf Color
Chromatography - Bite Sci-zed You-tube video
● BETTERLESSON www.betterlesson.com States of Matter Part 1
● BETTERLESSON www.betterlesson.com Using Properties to Identify White Powders
● Evaporate salt water - https://thewaterproject.org/resources/lesson-plans/evaporation-experiment;
http://www.education.com/pdf/earth-science sun-dried/
● It’s a Solid...It’s a Liquid...It’s Oobleck - www.scientificamerican.com/article/oobleck-bring-science-home/
● Separating Mixtures - www.education.com/pdf/separating-mixtures/
● Engineering a mobile launcher that is light, but strong: www.nasa.gov/sites/default/files/files/LightButStrong_Web.pdf
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Unit 2 Materials/Equipment:
Required Lab Materials:
Insta snow, milk, vanilla, rock salt, quart size zip-loc freezer bags, gallon size zip-loc freezer bags, sugar, ice
balloons, balsa wood, bowls (paper), rulers, salt, spoons(plastic), yarn, baking powder, baking soda, beakers(250 mL), plastic bins,
plastic medicine cups, droppers, flour, graduated cylinders(100 mL), hand lenses, iodine solution, plastic jars with lids, talc powder,
vinegar, sandwich size plastic bags, calcium chloride, antacid tablets, balance, craft sticks, washers, safety glasses, white and blue
construction paper, masking tape, paper towels, clear tape, whipping cream, rubbing alcohol, filter paper, straws, craft sticks
Materials/Equipment/Resources:
● Gizmos subscription, Quizlet subscription; Brainpop subscription
● Teachers Domain 5th grade video folder: Butter; Why Does Shrikwrap Shrink?; Color Symphony; Mystery Mud: Exploring
Changes in States of Matter www.nj.pbslearningmedia.org/favorites
● Mr. Parr's science songs: 4 States of Matter
● TCI Bring Science Alive - Grade 5
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● Smart Board, student Chromebooks
● Acrostic Poem: http://www.readwritethink.org/files/resources/interacives/acrostic/
● Scholastic Jams video and quiz on physical and chemical changes:
http://studyjams.scholastic.com/studyjams/jams/science/matter/changes-of-matter.htm
● Scholastic Jams video on Solids, Liquids, and Gases: http://studyjams.scholastic.com/studyjams/jams/science/matter/solids-
liquids-gases.htm
● Links to interactive activities on matter: physical and chemical changes: http://interactivesites.weebly.com/matter-chemical--
physical.html
● Marie Curie: www.biography.com/people/marie-curie-9263538
● Matter is Everywhere www.readworks.org
● Structure and Properties of Matter Teacher’s Unit Guide: www.mccracken.kyschools.us/.../5th%20Grade%20Structures%20and%20Properties%...
● NSTA Everyday Physical Science Mysteries book - The Cookie Dilemma (hook for Mystery Powders lab)
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Unit 3 Overview
Unit Title: Earth Systems
Grade Level: 5
Recommended Pacing: 3 months; block scheduling
Unit Summary:
Suppose you live on an island. On a warm day, you and your family decide to go snorkeling. When you get to the beach, you breathe in
the fresh ocean air. Underwater, you see fish swimming and crabs crawling across the sand. You also observe sea grass and coral reefs
along the ocean floor. In this unit, you will learn how all of these things are part of systems that make up Earth, and how these systems
interact in different ways.
Unit 3 NGSS:
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5-ESS2. Earth’s Systems
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the
distribution of water on Earth.
5-ESS3. Earth and Human Activity
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and
environment.
3-5-ETS1. Engineering Design
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on
materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and
constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model
or prototype that can be improved.
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ELA
● RI.5.3 Explain the relationships 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.
● RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or
subject area.
● W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
● W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Mathematics
● 5.MD.B.2 Make a line plot to display a data set of measurements in fractions of a unit. Use operations on fractions for the grade
to solve problems involving information presented in line plots.
● 5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and
interpret coordinate values of points in the context of the situation.
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Unit 3 ISTE Standards:
1. a-d Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes through technology.
2. a-d Communication and Collaboration- Students 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.
3. a-d Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information.
4. a-d Critical Thinking, Problem Solving, and Decision Making- Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Science and Engineering Practices:
● Developing and Using Models
● Develop a model using an example to describe a scientific principle.
● Using Mathematics and Computational Thinking
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● Describe and graph quantities such as area and volume to address scientific questions
● Obtaining, Evaluating, and Communicating Information
● Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.
● Use a model to test cause and effect relationships of interactions concerning the functioning of a natural or designed system.
● Asking Questions and Defining Problems
● Define a simple solution that can be solved through the development of an object, tool, process, or system and includes several
criteria for success and constraints on materials, time, or cost.
● People's needs and wants change over time, as do their demands for new and improved technologies.
Unit 3 Essential Questions:
● What are Earth’s four systems?
● How do Earth’s systems produce weather and climate?
● How do Earth’s systems change Earth’s surface?
● How do farming and industry affect Earth’s systems?
● How do people’s everyday lives affect Earth’s systems?
● What can people do to protect Earth’s systems?
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Unit 3 Learning Targets
Students will be able to…
● develop a model, using a specific given example of a
phenomenon, to describe ways that the geosphere,
biosphere, hydrosphere, and/or atmosphere interact
● identify and describe relationships within and between the
parts of the Earth systems identified in the model that are
relevant to the example
● use their model to describe a variety of ways in which the
parts of two major Earth systems in the specific given
example interact to affect the Earth’s surface materials and
processes in that context
● graph and analyze the given data about the amount of salt
water and the amount of fresh water in various reservoirs
● obtain information from books and other reliable media
about human and community activities regarding their
effects on the Earth’s resources and environments
Unit 3 Learning Targets
Students will do…
● read for content mastery
● develop and use content related vocabulary
● analyze and interpret data to determine similarities and
differences in findings
● cite specific textual evidence to support analysis of
science and technical texts
● complete a variety of laboratory activities to support the
content
● write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content
● view various content related videos
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● combine information from two or more sources to provide
and describe evidence about positive and negative effects
on the environment as a result of human activities; and
how communities can protect a natural resource and the
environment in which the resource is found
Unit 3 Evidence of Learning
Formative Assessments:
● Associated quizzes
● Exit tickets
● Lab and engineering based projects
● Reading Challenges
● Interactive Student notebook
● Homework
● BrainPOP quizzes
● Participation: individual/group
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Summative Assessments:
● Associated Chapter tests and quizzes
● Labs and engineering based projects
● Create an act-it-out to model how Earth’s systems interact to cause a change in Earth’s surface - (textbook)
Unit 3 Lab Activities:
● Bring Science Alive! - Grade 5
➔ build a clay model of Earth showing each of its systems
➔ model the effects the mining industry has on the geosphere
➔ act as engineers to design and build a water filter/research
● Gizmos labs: Rock Cycle, Water Cycle, Greenhouse Effect, Coastal Winds & Clouds, Hurricane Motion, Water Pollution
● Lesson: Ratio of water on Earth - A Drop in the Bucket www.extension.usu.edu/waterquality
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● Develop a model using an example of the ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact
http://climatekids.nasa.gov/next-generation-standards/review//
● Learn about the percentage of fresh drinking water - http://www.earthsciweek.org/classroom-activities/groundwater-
movement
● Video and information about the heat capacity of ocean and salt water: http://climatekids.nasa.gov/ocean/
● Water cycle interactive simulation (stations) game - www.srh.noaa.gov/jetstream/atmos/ll-whatacycle.html
● Earth Systems digital lab: www.eduweb.com/portfolio/earthsystems
● Information and table of global water distribution: http://water.usgs.gov/edu/earthwherewater.html
● Design a water filtration system: http://www.earthsciweek.org/classroom-activities/water-filteration
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Unit 3 Materials/Equipment:
Required Lab Materials:
bags (plastic sandwich size, beads, clay (modeling), cotton balls, Earth Model (inflatable), plates (paper), sand, cups (paper), forks
(plastic), knives (plastic), spoons(plastic), paper clips(large), toothpicks, beakers(250mL), bins (plastic), filters (coffee), gravel, sand
gravel, soil gravel, sponges, safety glasses, colored pencils, chocolate chip cookies, paper towels, small rocks, water bottles with
plastic caps, blue food coloring, meter sticks, markers, 5 gallon water container, globe or map of world
Materials/Equipment/Resources:
● Gizmos subscription
● Quizlet subscription
● BrainPOP subscription
● Teachers Domain video clips
● Mr. Parr's science songs
● TCI Bringing Science Alive Grade 5 series
● Smart Board, student chromebooks
● Scholastic Study Jams videos/activities
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Unit 4 Overview
Unit Title: Earth, the Moon, and the Stars
Grade Level: 5
Recommended Pacing: 2 months – block scheduling
Unit 4 Summary:
It is a clear summer night. You gaze at the shining stars. You see the Big Dipper and even Orion’s belt. You wonder, what are the
other star patterns in the night sky? Later, you go back outside to show your parents the Big Dipper. But it has moved! If you watched
the stars throughout the night, they and the moon would all appear to move. In this unit, you will discover how the moon and stars
change and move in patterns. These patterns can be explained. And you will read about the tools scientists use to discover these
objects.
Unit 4 NGSS:
5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.
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5-ESS1-1. Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.
5.ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night,
and the seasonal appearance of some stars in the night sky.
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on
materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and
constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a
model or prototype that can be improved.
ELA
● RI.5.3 Explain the relationships 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.
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● RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic
or subject area.
● W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
● W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Mathematics
● 5.NBT.A.2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain
patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number
exponents to denote powers of 10.
Unit 4 ISTE Standards:
1 .a-d Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes through technology.
2. a-d Communication and Collaboration- Students use digital media and environments to communicate and work collaboratively,
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including at a distance, to support individual learning and contribute to the learning of others.
3. a-d Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information.
4. a-d Critical Thinking, Problem Solving, and Decision Making- Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Unit 4 Essential Questions:
● What does gravity do?
● Why is the sun brighter than other stars?
● Why is there day and night?
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● How do shadows change during the day and year?
● How does the moon seem to move and change shape?
● What tools do scientists use to observe space?
Unit 4 Learning Targets
Students will be able to…
● identify a claim that includes the idea that the gravitational
force exerted by Earth on objects is directed down toward
the center of Earth
● identify and describe the given evidence, data, and/or
models that support the claim that indicate the Earth’s
shape is spherical, that objects dropped appear to fall
straight down, and that people live all around the spherical
Earth, and they observe that objects appear to fall straight
down
● evaluate the evidence to determine whether it is sufficient
and relevant to supporting the claim and determine
Unit 4 Learning Targets
Students will do…
● read for content mastery
● develop and use content related vocabulary
● cite specific textual evidence to support analysis of
science and technical texts
● complete a variety of laboratory activities to support the
content
● write informative/explanatory texts to examine a topic and
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whether any additional evidence is needed
● use reasoning to connect the relevant and appropriate
evidence to support the claim with argumentation
● identify and support a claim that includes the idea that the
apparent brightness of the sun and stars is due to their
relative distances from Earth
● describe the evidence, data, and/or models that support the
claim, including: the sun and other stars are natural bodies
in the sky that give off their own light, the apparent
brightness of a variety of stars, including the sun, a
luminous object close to a person appears much brighter
and larger than a similar object that is very far away from
a person, and the relative distance of the sun and stars
from Earth
● use reasoning to connect the relevant and appropriate
evidence to support the claim with argumentation
● identify and support a claim that includes the idea that the
apparent brightness of the sun and stars is due to their
relative distances from Earth
● use graphical displays to organize data pertaining to daily
convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content
● view various content related videos
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and seasonal changes caused by the Earth’s rotation and
orbit around the sun
● use the organized data to find and describe relationships
within the datasets, including: the apparent motion of the
sun from east to west results in patterns of changes in
length and directions of shadows throughout a day as
Earth rotates on its axis; the length of the day gradually
changes throughout the year as Earth orbits the sun, with
longer days in the summer and shorter days in the winter;
some stars and/or groups of stars can be seen in the sky all
year, while others appear only at certain times of the year
● use the organized data to find and describe relationships
among the datasets, including: similarities and differences
in the timing of observable changes in shadows, daylight,
and the appearance of stars show that events occur at
different rates
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Unit 4 Evidence of Learning
Formative Assessments:
● Associated quizzes
● Exit tickets
● Reading Challenges
● Student Interactive notebook
● Labs and engineering based projects
● Homework
● BrainPOP quizzes
● Participation: individual/group
Unit 4 Summative Assessments:
● Associated Chapter tests/quizzes
● Labs and engineering based projects
● PBL -after observing a model to see how Earth’s rotation causes shadows to change length and direction, students will build
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and use a sundial
● Design and build a telescope to practice the engineering design process
Unit 4 Lab Activities
● GizmoLabs: H-R Diagram; Seasons: Earth, Moon, and Sun; Seasons: Why do we have them?; Summer and Winter
● Phases of the Moon kit
● Motions of the Sun Simulator: www.astro.unl.edu/naap/motion3/animations/sunmotions.html
● Changing Shadows - Sun-Earth Days - NASA: www.sunearthday.nasa.gov/2007/materials/changing_shadows.pdf
● Gravity Launch interactive: www.sciencenetlinks.com/afterschool-resources/gravity-launch
● Lab - Falling for Gravity: www.sciencenetlinks.com/afterschool-resources/falling-gravity/
● Write an essay to counter the statement, “The force of gravity does not exist on Earth.”
● STEM lesson designing a model that explains how rotation of the Earth and Moon helps explain a change in time as well as
patterns we see on Earth: www.stem-talk.weebly.com/sample-lessons.html
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● Solar System Size and Scale: https://marsed.asu.edu/solar-system-scale-and-size
Unit 4 Materials/Equipment:
Required Lab Materials:
inflatable model of the Earth, flashlights with size D batteries, light bulb, light socket, paper bowls, chalk, large paper clips, lenses
(double concave, 10cm focal length), lenses (double convex, 15 cm focal length), cardboard tubes, stickers, sticky notes, clear tape,
markers, pencils, yellow poster board, colored pencils, masking tape, construction paper, safety glasses; large craft pony beads in the
following colors: yellow, opaque red, cream, clear blue, clear red, black, orange, clear gold, dark blue, light blue, brown (1 of each
color per group); 4-ply knitting and weaving yarn (can be found on a large cone)
Materials/Equipment/Resources
● Star Gazing - www.ReadWorks.com
● Gizmos subscription
● Quizlet subscription
● BrainPOP subscription: Eclipse; Moon Phases; Solar System\
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● Teachers Domain video clips: Gravity; Invisible Force Challenge; Planets; The Moon; Rapid Climate Change and the Ocean;
Water Cycle; Why Does Climate Change Matter?
● Mr. Parr’s science songs: Law of Gravity; Water Cycle Song
● TCI Bringing Science Alive! Grade 5 series
● Smart Board and student chromebooks
