| A | B | C | D | E | F | G | H | I | J | ||
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1 | Science 5th Grade Yearlong Scope and Sequence | ||||||||||
2 | Lesson Folder | ||||||||||
3 | Overarching Question: | How can tracking energy and matter flows, into, out of, and within systems helps one understand a system’s behavior? | |||||||||
4 | Unit of Study: | Intro to class | Intro to Science | Structure and Properties of Matter | Charity fair | Matter and Energy in Organisms and Ecosystems | Earth Systems | Space Systems | Engineering design | EOY | |
5 | Approx Unit Length: | 10 days | 10 days | 30 days | 15 days | 24 days | 45 Days | 28 days | 24 days | ||
6 | Lesson Progressions: These are not lesson plans but rather the resources I use to teach | Introduction to the class | Intro to Science Unit | Structure and Properties of Matter | Charity Fair Project | Matter and Energy in Organisms and Ecosystems | Earth Systems | Space Systems | Engineering design - Electricity | Subscription boxes? | |
7 | Disciplinary Core Ideas | The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. | PS1.A: Structure and Properties of Matter | ETS1.A: Defining and Delimiting Engineering Problems | LS1.C: Organization for Matter and Energy Flow in Organisms | ESS2.A: Earth Materials and Systems | ESS1.A: The Universe and its Stars | ETS1.A: Defining and Delimiting Engineering Problems | |||
8 | PS1.B: Chemical Reactions | ETS1.B: Developing Possible Solutions | LS2.A: Interdependent Relationships in Ecosystems | ESS2.C: The Roles of Water in Earth’s Surface Processes | ESS1.B: Earth and the Solar System | ETS1.B: Developing Possible Solutions | |||||
9 | ETS1.C: Optimizing the Design Solution | PS3.D: Energy in Chemical Processes and Everyday Life | PS2.B: Types of Interactions | ETS1.C: Optimizing the Design Solution | |||||||
10 | Performance Expectations | N/A | N/A | 5‐PS1‐1. Develop a model to describe that matter is made of particles too small to be seen. | 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. | 5‐LS1‐1. Support an argument that plants get the materials they need for growth chiefly from air and water. | 5‐ESS2‐1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. | 5‐ESS1‐1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. | 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. | ||
11 | 5‐PS1‐2. 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. | 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. | 5‐LS2‐1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. | 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‐PS2‐1. Support an argument that the gravitational force exerted by Earth on objects is directed down. | 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. | |||||
12 | 5‐PS1‐3. Make observations and measurements to identify materials based on their properties. | 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. | 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‐ESS3‐1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. | 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-ETS1-3.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. | |||||
13 | 5‐PS1‐4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. | ||||||||||
14 | 3. Planning and Carrying Out Investigations | 1. Asking Questions and Defining Problems | 7. Engaging in Argument from Evidence | 2. Developing and Using Models | 4. Analyzing and Interpreting Data | 1. Asking Questions and Defining Problems | |||||
15 | 2. Developing and Using Models | 6. Constructing Explanations and Designing Solutions | 2. Developing and Using Models | 7. Engaging in Argument from Evidence | 7. Engaging in Argument from Evidence | 4. Analyzing and Interpreting Data | |||||
16 | 5. Using Mathematics and Computational Thinking | 8. Obtaining Evaluating and Communication Information | 8. Obtaining Evaluating and Communication Information | 6. Constructing Explanations and Designing Solutions | |||||||
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18 | 1. Patterns | 2. Cause and Effect | 2. Cause and Effect | 5. Energy and Matter | 3. Scale Proportion and Quantity | 1. Patterns | 2. Cause and Effect | ||||
19 | 3. Scale Proportion and Quantity | 6. Structure and Function | 4. Systems and System Models | 4. Systems and System Models | 3. Scale Proportion and Quantity | 5. Energy and Matter | |||||
20 | 2. Cause and Effect | 6. Structure and Function | |||||||||
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