Milaca Independent School District
Curriculum Map
Curriculum Team: | Textbook Series/Other: | Course Name: | Grade Level: |
*Order of units being taught vary because of sharing Foss Kits within grade level.
Unit | Standard | Benchmark with Four-Digit Code | Level 2 and 3 Essential Questions/ Statements | Assessment | Curricular Materials |
Living Systems | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | 5L.1.2.1.3 Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water. (P: 3, CC: 5, CI: LS1). | Where does the solid material go when a solution is made? What is the process to develop a model of the black box? How might a drought-stopper system work? How do plants get the food they need? How are nutrients transported to cells in a plant? | Informal assessments: Response sheet; science notebook entry; performance assessment | FOSS Next Generation Mixtures and Solutions c2019 TE: Investigation 1, Part 2; Investigation 2, Parts 1, 2 SE: “The Most Important Seed” “Germination” DR: Plant Basic Needs, How Plants Get Food FOSS Next Generation Living Systems c2019 TE: Investigation 2, Part 2; Investigation 3, Part 1 SE: “Producers” “Plant Vascular Systems” DR: Plant Structure and Growth, Plant Vascular System |
Living Systems | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | 5L.3.1.1.3 Create an electronic visualization of the movement of matter among plants, animals, decomposers, and the environment.** (P: 2, CC: 4, CI: LS2). | What organisms are both predators and prey in the kelp forest ecosystem? What happens when compost worms interact with organic litter? What are the parts of a marine ecosystem? | Informal assessments: Science notebook entry; response sheet Formal assessment: Posttest | FOSS Next Generation Living Systems c2019 TE: Investigation 1, Parts 3, 4; Investigation 4, Part 4 SE: “The Biosphere” “Monterey Bay National Marine Sanctuary’ “Comparing Aquatic and Terrestrial Ecosystems” “Nature’s Recycling System” “Producers” “North Atlantic Ocean Ecosystem” DR Web of Life: Life in the Sea, Plant Vascular System, Simulation: Food Webs, Food Chains. Marine Ecosystems |
Living Systems | 4.1.2 Students will be able to argue from evidence to justify the best solution to a problem or to compare and evaluate competing designs, ideas, or methods.* | 5L.4.1.2.1 Evaluate the merit of a solution to a problem caused by changes in plant and animal populations as a result of environmental changes.* (P: 7, CC: 4, CI: LS4, ETS1 | What are the parts of a marine ecosystem? | Formal assessment: Posttest | TE: Investigation 3, Part 4 SE: “A Change in the Environment” DR: Where Does It Live? What Doesn’t Belong? Habitat Gallery |
Earth and Sun | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | 5E.2.2.1.2 Use data to describe patterns in the daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.** (P: 5, CC: 1, CI: ESS1). | How and why does your shadow change during the day? What is the relationship between the position of the Sun and the length and direction of shadows? What causes day and night? Why do stars appear to move across the night sky? | Informal assessments: Science notebook entry; Response sheet Formal assessment: Investigation 1 I-check Investigation 2 I-check | FOSS Next Generation Earth and Sun c2019 TE: Investigation 1, Parts 1-3; Investigation 2, Part 5 SE: “Changing Shadows” “Sunrise and Sunset” “Stargazing” “Star Scientists” DR: Tutorial: Sun Tracking, Shadow Tracker, Seasons, All about Stars, Star Maps, Stellar Motions. If FOSS, need to be creative with first lessons and shadows or use Mystery Science and other resources to cover standard |
Earth and Sun | 4.1.1 Students will be able to engage in argument from evidence for the explanations the students construct, defend and revise their interpretations when presented with new evidence, critically evaluate the scientific arguments of others, and present counter arguments. | 5E.4.1.1.1 Use evidence to support an argument that the apparent brightness of the Sun and stars is due to their relative distances from Earth. (P: 7, CC: 3, CI: ESS1). | How can you explain why we see some natural objects only in the night sky, some only in the day sky, and some at both times? | Informal assessment: Science notebook entry | FOSS Next Generation Earth and Sun c2019 TE: Investigation 2, Part 1 SE: “The Night Sky” “Stargazing” DR: All about Stars. If FOSS, need to be creative with first lessons and shadows or use Mystery Science and other resources to cover standard |
Mystery Science | 1.1.1 Students will be able to ask questions about aspects of the phenomena they observe, the conclusions they draw from their models or scientific investigations, each other’s ideas, and the information they read. | 5P.1.1.1.1 Ask investigatable questions and predict reasonable outcomes about the changes in energy, related to speed, that occur when objects interact. (P: 1, CC: 5, CI: PS3) | How is your body similar to a car? What makes roller coasters go so fast? | Lesson assessment | Mystery Science: TE: Energizing Everything Unit Lesson 1 SE: Video and Activities DR: All about the Transfer of Energy TE: Lesson 2 SE: Video and Activities |
Mixtures and Solutions | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | 5P.1.2.1.1 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. (P: 3, CC: 2, CI: PS1). | How can a mixture be separated? What is the effect of mixing two substances with water? How can we identify the products from the baking soda and calcium chloride reaction? What happens when you mix substances with water in a bag? | Informal assessment: Science notebook entry; Response sheet Formal assessment: Posttest | FOSS Next Generation Mixtures and Solutions c2019 TE: Investigation 1, Part 1; Investigation 5, Parts 1-3 SE: “”Mixtures” “Taking Mixtures Apart” “Science Practices” “When Substances Change” “Ask a Chemist” “When Substances Change” DR: Elements, Compounds, and Mixtures, Chemical Reactions, Tutorial: Mixtures, Tutorial: Solutions, Separating Mixtures, Virtual Investigations: Separating Mixtures, Chemical Reactions, Changes in Properties of Matter, Fizz Quiz, Tutorial: Reaction or Not?” |
Mixtures and Solutions | 1.2.1 Students will be able to design and conduct investigations in the classroom, laboratory, and/or field to test students’ ideas and questions, and will organize and collect data to provide evidence to support claims the students make about phenomena. | 5P.1.2.1.2 Evaluate appropriate methods and tools to identify materials based on their properties prior to investigation. (P: 3, CC: 3, CI: PS1). | How can a mixture be separated? Where does the solid material go when a solution is made? How can you separate a mixture of dry materials? How can you determine the relative concentrations of three mystery solutions? Is there a limit to the amount of salt that will dissolve in 50mL of water? Does it take the same amount of solid materials to saturate 50 mL of water? What is the identity of the mystery substance? | Informal assessments: Science notebook entry; response sheet; performance assessment | FOSS Next Generation Mixtures and Solutions c2019 TE: Investigation 1, Parts 1-3, Investigation 3, Part 3; Investigation 4, Parts 1-3 SE: “”Mixtures” “Taking Mixtures Apart” “Science Practices” “When Substances Change” “Ask a Chemist” “A Sweet Solution” “Sour Power” DR: Elements, Compounds, and Mixtures, Tutorial: Mixtures, Tutorial Solutions, Separating Mixtures, Virtual Investigations: Separating Mixtures, Changes in Properties of Matter, Tutorial: Saturation, Virtual Investigation: Solubility |
Mystery Science | 2.1.1 Students will be able to represent observations and data in order to recognize patterns in the data, the meaning of those patterns, and possible relationships between variables. | 5P.2.1.1.1 Analyze and interpret data to show that energy can be transferred from place to place by sound, light, heat, and electric currents. (P: 4, CC: 5, CI: PS3) | What if there were no electricity? How long did it take to travel across the country before cars and planes? Where does energy come from? | Lessons and unit assessment Student performance; written assessment | Mystery Science Energizing Everything Unit Lessons 6-8 TE: Videos and Activities DR: Lighting a Bulb, Flow of Electricity, Tutorial: Simple Circuits, Turn on the Switch, All |
Mixtures and Solutions | 2.2.1 Students will be able to use mathematics to represent physical variables and their relationships; compare mathematical expressions to the real world; and engage in computational thinking as they use or develop algorithms to describe the natural or designed worlds. | 5P.2.2.1.1 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. (P: 5, CC: 3, CI: PS1). | Where does the solid material go when a solution is made? What is the difference between dissolving and melting? | Informal assessment: Response sheet Formal assessment Investigation 2 I-check | FOSS Next Generation Mixtures and Solutions c2019 TE: Investigation 1, Part 2; Investigation 2, Part 3 SE: “Mixtures” “Taking Mixtures Apart” “Solid to Liquid” “Liquid and Gas Changes” DR: Changes in Properties of Matter, Tutorial: Solutions, Tutorial: Conservation of Mass |
Earth and Sun Mixtures and Solutions | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | 5P.3.1.1.1 Develop and refine a model to describe that matter is made of particles too small to be seen. (P: 2, CC: 3, CI: PS1) | What is air? How can a mixture be separated? Are all solutions made with soft-drink powder and water the same? How can you determine which salt solution is more concentrated? How can you determine the relative concentrations of three mystery solutions? | Informal assessments: Performance assessment; Science notebook entry; Response sheet | FOSS Next Generation Earth and Sun c2019 TE: Investigation 3, Part 1 SE: “What is Air?” DR: Ball on a Scale, Fizz Keeper, Soda Can Experiment FOSS Next Generation Mixtures and Solutions c2019 TE: Investigation 1, Part 1; Investigation 3, Parts 1-3 SE: “Solutions Up Close” “Liquid and Gas Changes” “The Air” “Concentrated Solutions” DR: Tutorial: Mixtures, Tutorial: Concentration |
Mixtures and Solutions | 3.1.1 Students will be able to develop, revise, and use models to represent the students’ understanding of phenomena or systems as they develop questions, predictions and/or explanations, and communicate ideas to others. | 5P.3.1.1.2 Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the Sun. (P: 2, CC: 5, CI: PS3). | Where does the solid material go when a solution is made? How can you separate a mixture of dry materials? How might a drought stopper work? What is the difference between dissolving and melting? | Informal assessments: Response sheet; performance assessment Formal assessment: Investigation 2 I-check | FOSS Next Generation Living Systems c2019 TE: Investigation 1, Parts 2, 3; Investigation 2, Parts 2, 3 SE: “The Biosphere” “Monterey Bay National Marine Sanctuary” “Comparing Aquatic and Terrestrial Ecosystems” “Producers” DR: Web of Life: Life in the Sea |
Mystery Science | 3.2.1 Students will be able to apply scientific principles and empirical evidence (primary or secondary) to explain the causes of phenomena or identify weaknesses in explanations developed by the students or others. | 5P.3.2.1.1 Construct an explanation based on evidence relating the speed of an object to the energy of that object. (P: 6, CC: 5, CI: PS3). | How can marbles save the world? Could you knock down a building using only dominos? Can you build a chain reaction machine? | Performance assessment Written assessment | Mystery Science Unit Energizing Everything TE: Lessons 3-5 DR: All about the Transfer of Energy (Inv. 4.3, Step 4: Design and record observations of objects moving up ramps) DR: Roller Coaster Builder |
Mystery Science | 3.2.2 Students will be able to use their understanding of scientific principles and the engineering design process to design solutions that meet established criteria and constraints.* | 5P.3.2.2.1 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* (P: 6, CC: 5, CI: PS3, ETS1, ETS2) | How long did it take to travel across the country before cars and planes? Where does energy come from? | Performance and written assessment | Mystery Science Energizing Everything Unit TE: Lessons 7-8 SE: “Science Practices” “Engineering Practices” “Thinking Like an Engineer” “Engineering a Solar Lighting System” “Morse Gets Clicking” “Energy” “Alternative Sources of Energy” DR: All about the Transfer of Energy |