Course: Science Prosper ISD Course Map Grade Level: 5th Grade

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1 Unit Title / Theme Estimated Time Frame Description of What Students will Focus on Subject Area TEKS Connection to Transfer Goals Academic Vocabulary Unit 1 Nature of Science Days 1st 9 Weeks The recurrent theme of adhering to science safety in all investigations is a focus of this unit as well as utilizing scientific processes whenever students are involved in classroom or outdoor investigations. Students will be reviewing preventative safety protocol, setting up journals, and working to refine skills of inquiry. A special emphasis will be placed on conducting guided investigations and developing the skills of planning and implementing investigations, collecting and analyzing data, and drawing conclusions. Students are not expected to master these skills in this unit, but to use the unit as a starting point for further development throughout the year. 5.1A Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations 5.2A describe, plan, and implement simple experimental investigations testing one variable; 5.2B ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology; 5.2C collect information by detailed observations and accurate measuring 5.2D analyze and interpret information to construct reasonable explanations from direct (observable) evidence 5.2E demonstrate that repeated investigations may increase the reliability of results; 5.2F communicate valid conclusions in both written and verbal forms 5.2G construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, and materials to support observations of habitats or organisms such as terrariums and aquariums; and Engage in scientific practices such as adhering to safety standards, collaborating with others, and acting as a steward for Earth s resources and environments. Explore natural phenomena by designing and/or conducting investigations based on scientific questions. Hypotheses Variable Accurate Experimental Investigation

2 Unit 2 Properties of Matter Days 1st 9 Weeks Physical properties of matter set a foundation for understanding and classifying chemical and physical changes. Matter has measurable physical properties, and those properties determine how matter is classified, changed, and used. Students will design and conduct investigations, including asking questions, generating testable hypotheses, collecting and recording observations and measurements, analyzing data, and communicating conclusions related to the properties and behavior of matter. 5.5A classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy; 5.5B demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; 5.5C identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water. 5.1A demonstrate safe practices and the use of safety equipment as described in the TEA approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles and gloves, as appropriate 5.2A describe, plan, and implement simple experimental investigations testing one variable; 5.2B ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology; 5.2C collect and record information using detailed observations and accurate measuring 5.2D analyze and interpret information to construct reasonable explanations from direct (observable) evidence 5.2F communicate valid conclusions in both written and verbal forms; and 5.2G construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.3A analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing 5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, and materials to support observations of habitats or organisms such as terrariums and aquariums. Explore natural phenomena by designing and/or conducting investigations based on scientific questions. Analyze data to seek out patterns and/or make predictions Relative Density Soluble/Insoluble Solubility Physical State

3 Unit 3 Energy Days 1st/2nd 9 Weeks Students explore different types of energy and simple transformations associated with them in their use. Investigations and exploration will reinforce that energy interacts with matter to produce light, heat, and sound, as seen in the operation of electrical circuits. Students will also investigate and examine light and its behavior and movement, including its tendency to move in straight lines, reflect, and refract. Emphasis will be placed on the conduction of investigations, observation, inquiry, discovery, and construction of explanations related to electrical circuits and the behavior of light energy. 5.5A classify matter based on measurable, testable, and observable physical properties, including ability to conduct or insulate electric energy 5.6A Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy 5.6B demonstrate that the flow of electricity in closed circuits can produce light, heat, and sound 5.6C demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted 5.1A demonstrate safe practices and the use of safety equipment as described in the TEA approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles and gloves, as appropriate 5.2A describe, plan, and implement simple experimental investigations testing one variable; 5.2B ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology; 5.2C collect and record information using detailed observations and accurate measuring 5.2D analyze and interpret information to construct reasonable explanations from direct (observable) evidence 5.2F communicate valid conclusions in both written and verbal forms; and 5.3A analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing 5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, and materials to support observations of habitats or organisms such as terrariums and aquariums. Explore natural phenomena by designing and/or conducting investigations based on scientific questions. Reflect Refract Absorb Medium

4 Unit 4 Force and Motion Days 2nd 9 Weeks Students will explore the effects of force on an object s position and motion by designing and testing an experiment. Such forces may include contact forces, gravity, magnetism, and friction. Emphasis will be placed on experimental design, data collection and analysis, and constructing scientific explanations for the motion of objects due to forces. 5.6D design a simple experimental investigation that tests the effect of force on an object. (Readiness Standard) 5.1A demonstrate safe practices and the use of safety equipment as described in the TEA approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles and gloves, as appropriate 5.2A describe, plan, and implement simple experimental investigations testing one variable; 5.2B ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology; 5.2C collect and record information using detailed observations and accurate measuring 5.2D analyze and interpret information to construct reasonable explanations from direct (observable) evidence 5.2E demonstrate that repeated investigations may increase the reliability of results; 5.2F communicate valid conclusions in both written and verbal forms; and 5.2G construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.3A analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing 5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, and materials to support observations of habitats or organisms such as terrariums and aquariums. Design and conduct a sound investigation to test a hypothesis and draw a conclusion based on the data Analyze data to seek out patterns and/or make predictions

5 Unit 5 Sun Earth & Moon System Days 2nd 9 Weeks Students investigate the day and night cycle and why the Sun appears to move across the sky. To people on Earth, the turning of the planet makes it seem as though the Sun, Moon, planets, and stars are orbiting the earth once a day. Students will draw or develop models to demonstrate the motions of Sun, Earth, and Moon resulting in observed phenomena on Earth. 5.8C demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and 5.8D identify and compare the physical characteristics of the Sun, Earth, and Moon. 5.3A analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing 5.2C collect and record information using detailed observations and accurate measuring 5.2G construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.3A analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing 5.3B draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rock works or looks; 5.4C connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. Analyze data to seek out patterns and/or make predictions. Atmosphere Crater Axis

6 Unit 6 Changes to Earth s Surface Days 3rd 9 Weeks Students will focus on formation of landforms through weathering and erosion from water, wind, and ice. Students will model the formation of a sand dune, canyon, delta, and other landforms, as well as the formation of sedimentary rock and fossil fuels through deposition, compaction, and cementation of sediments and organic matter. With models, explanations for landforms and changes to landforms will be constructed, analyzed, evaluated, and critiqued. 5.7A Explore the processes that led to the formation of sedimentary rocks and fossil fuels. 5.7B recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, and ice; 5.1A demonstrate safe practices and the use of safety equipment as described in the TEA approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles and gloves, as appropriate 5.1B make informed choices in the conservation, disposal, and recycling of materials. 5.2C collect and record information using detailed observations and accurate measuring 5.2D analyze and interpret information to construct reasonable explanations from direct (observable) evidence 5.3A analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing 5.3B draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rock works or looks; Compaction Cementation Sedimentary Rock Constructive Destructive

7 Unit 7 Weather and Climate Days 3rd 9 Weeks Students will compare weather and climate in order to gain understanding of the differences between short term and long term patterns observed with temperature and precipitation. Students will also explore how the Sun and the ocean interact in the water cycle. Emphasis will be placed on analysis and comparisons of short and long term temperature and precipitation data, and on use of models to illustrate the interaction between the sun and Earth s oceans. 5.8A differentiate between weather and climate; 5.8B explain how the Sun and the ocean interact in the water cycle; 5.2B ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology; 5.2C collect information by detailed observations and accurate measuring; 5.2D analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence; 5.2G construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information. 5.3A analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing 5.3B draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rock works or looks; 5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, and materials to support observations of habitats or organisms such as terrariums and aquariums; and Analyze data to seek out patterns and/or make predictions. Climate

8 Unit 8 Ecosystem Interactions Days 3rd/4th 9 Weeks Students will study the interdependency and delicacy of ecosystems. The interactions between the living and nonliving components within an ecosystem will be studied through ongoing observation of a microhabitat. The significance of the flow of energy is emphasized along with the relationship between producers, consumers, and decomposers. Fossils will be observed to make inferences regarding the environments in which organisms lived. Students will also predict the effects of changes to an ecosystem caused by humans. Analysis, evaluation, critique, and construction of scientific explanations for occurrences within ecosystems will be ongoing to encourage critical thinking and problem solving. 5.9A observe the way organisms live and survive in their ecosystem by interacting with the living (includes once living) and non-living elements 5.9B describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers 5.9C predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and 5.9D identify fossils as evidence of past living organisms and the nature of the environments at the time using models. 5.2B ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology; 5.2C collect information by detailed observations and accurate measuring; 5.2D analyze and interpret information to construct reasonable explanations from direct (observable) evidence 5.2F communicate valid conclusions in both written and verbal forms; and 5.3A analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing 5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, and materials to support observations of habitats or organisms such as terrariums and aquariums. Explore natural phenomena by designing and/or conducting investigations based on scientific questions. Engage in scientific practices such as adhering to safety standards, collaborating with others, and acting as a steward for Earth s resources and environments. Decomposer Overpopulation

9 Unit 9 Structure and Function Days 4th 9 Weeks This unit of study involves comparisons of the structures and functions of different species that help them live and survive. Students will also differentiate between inherited traits and learned behaviors. Observation, data collection and recording information, communicating conclusions, and constructing scientific explanations for an organism s ability to survive will be the process focus. 5.10A compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals; 5.10B differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and Process Skills: 5.2B ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology; 5.2C collect information by detailed observations and accurate measuring; 5.2D analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence; 5.2F communicate valid conclusions in both written and verbal forms; and 5.3A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 5.4A collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, and materials to support observations of habitats or organisms such as terrariums and aquariums.

10 Unit 10: Skills of Science days 4th 9 weeks Review all TEKS, emphasizing intervention and extension through the lens of scientific process. Students will be able to use specific skills in science like measurement, use of scientific equipment and data gathering and graphing. Review of all TEKS, emphasis on process TEKS 5.1AB, 5.2ABCDEFG, 5.3ABC, 5.4A Explore natural phenomena by designing and/or conducting investigations based on scientific questions. Analyze data to seek out patterns and/or make predictions. Engage in scientific practices such as adhering to safety standards, collaborating with others, and acting as a steward for Earth s resources and environments.