Science Pacing Guide Grade 5 - Pemberton.k12.nj.us

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Science Pacing GuideGrade 5MPMP1MP1MP2MP2MP3MP4MP1-4UnitsUnit 1 – Properties of MatterUnitCumulativeTOTAL* TOTAL**12 days12 days12 days24 days12 days36 days12 days48 days16 days64 daysChapter 2: Try It!, Lesson 1, and Lesson 4; Chapter 6: Try It!, Lesson 1, Lesson2, and Lesson 316 days80 daysFLEX DAYS10 days90 daysChapter 1: Try It!, Lesson 1, Lesson 2, and Lesson 3Unit 2 – Changes to MatterChapter 1: Lesson 4 and Lesson 5Unit 3 – Energy and Matter in EcosystemsChapter 4: Try It!, Lesson 1, Lesson 2, and Lesson 3Unit 4 – Water on the EarthChapter 4: Lesson 4; Chapter 5: Try It! and Lesson 2Unit 5 – Earth SystemsChapter 4: Lesson 4; Chapter 5: Lesson 1, Lesson 3, Lesson 4, and Lesson 6Unit 6 – Interactions Within the Earth, Sun, and Moon System* Unit Total is inclusive of introduction, instruction, assessment, labs, projects, etc. for that particular unit.** Cumulative Total is a running total, inclusive of prior and current units.

Pemberton Township School DistrictUnit PlannerUnit Title: Grade 5 - Unit 1: Properties of MatterStage 1: Desired ResultsStandards & Indicators: NJSLS - Science 5-PS1-3 5-PS1-1 NJSLS - Math MP. 2 MP. 4 MP. 5 5.NBT.A.1 5.NF.B.7 5.MD.C.3 5.MD.C.4 NJSLS - English Language Arts RI.5.7 W.5.7 W.5.8 W.5.9 NJSLS - Technology 8.1.5.A.1 8.1.5.A.2 8.1.5.A.3 8.1.5.A.4 8.1.5.A.5 8.1.5.A.6 NJSLS - 21st Century Life and Careers 9.2.4.A.1 9.2.4.A.2 9.2.4.A.3 9.2.4.A.41 Page

Pemberton Township School DistrictUnit PlannerCentral Idea / Enduring Understanding:Essential/Guiding Question: In this unit of study, students describe When matter changes, does itsthat matter is made of particles tooweight change?small to be seen by developing a model. How can properties be used toThe crosscutting concept of scale,identify materials?proportion, and quantity is called out as What kind of model would bestan organizing concept for theserepresent/ describe matter as madedisciplinary core ideas. Studentsof particles that are too small to bedemonstrate grade-appropriateseen?proficiency in developing and using What are properties of matter?models, planning and carrying outinvestigations, and use these practicesto demonstrate understanding of thecore ideas.Content:Skills (Objectives): Natural objects exist from the very Make observations andsmall to the immensely large.measurements to identify materials Matter of any type can be subdividedbased on their properties.into particles that are too small to see,[Clarification Statement: Examples ofbut even then the matter still exists andmaterials to be identified couldcan be detected by means other thaninclude baking soda and otherseeing.powders, metals, minerals, and A model showing that gases are madeliquids. Examples of properties couldfrom matter particles that are too smallinclude color, hardness, reflectivity,to see and are moving freely around inelectrical conductivity, thermalspace can explain many observations,conductivity, response to magneticincluding the inflation and shape of aforces, and solubility; density is notballoon and the effects of air on largerintended as an identifiable property.]particles or objects.[Assessment Boundary: Assessmentdoes not include density ordistinguishing mass and weight.] (5PS1-3) Develop a model to describe thatmatter is made of particles too smallto be seen. [Clarification Statement:2 Page

Pemberton Township School DistrictUnit PlannerExamples of evidence could includeadding air to expand a basketball,compressing air in a syringe,dissolving sugar in water, andevaporating salt water.] [AssessmentBoundary: Assessment does notinclude the atomic-scale mechanismof evaporation and condensation ordefining the unseen particles.] (5PS1-1)Stage 2: Assessment EvidencePerformance Task(s): “Inquiry labs” STEM activities Formative assessment: “Lesson Check”blackline masters “Got It?” self-assessments in eachlesson Complete graphic organizersOther Evidence: Post-activity discussion questions Review Vocabulary Smart Cards Students elaborate in “ScienceNotebooks” Students make connections to the“Unlock the Big ?” in each lesson. Have students restate or contrasttopics in each lessonStage 3: Learning PlanLearning Opportunities/Strategies:PS1.A: Structure and Properties of MatterResources:Pearson Chapter 1: What are properties ofmatter?Pearson Chapter 1 Inquiry Engagement: Students willdemonstrate how the total volume of amixture can be different than thecombined volume of each part of themixture. Try It: How are weight and volumeaffected when objects arecombined? SE/TE p. 2 STEM Activity: Trap and Store, TE pp.4-73 Page

Pemberton Township School DistrictUnit PlannerPearson Chapter 1 - Lesson 1: What areproperties of matter?Pearson Chapter 1 - Lesson 1 Engage: Have students describe colorsin an image. Envision It!: SE/TE pp. 8-9 Explore Explore: My Planet Diary Fun Fact SE/TE p. 8, Blackline Master TE p. 15a Explain: Students will respond toquestions SE/TE pp. 9-15 Explain: Have students read Matter,Elements, Atoms, Atomic Arrangement,and Compounds. Elaborate: Have students explain if theyshould be careful chewing cereal if thecereal box label says it contains iron. Evaluation: Formative AssessmentHave students complete the LessonCheck Blackline Master to determinewhether they need additional help withlesson content.Pearson Chapter 1 - Lesson 2: What are theproperties of matter? Elaborate: Science Notebook TE p. 14 Evaluation: Blackline Master, TE p. 15bPearson Chapter 1 - Lesson 2 Engage: Have students describe whatallows a blimp to float. Envision It!: SE/TE pp. 16-17 Explore: What are some properties ofsolids? Explore: SE p. 16 Blackline Master TE p. 21a4 Page

Pemberton Township School DistrictUnit Planner Explain: Have students read Color,Mass, Volume, Temperature, andTexture Explain: Students will respond toquestions SE/TE pp. 17-21 Elaborate: Have students identifyprefixes in milliliter and kiloliter. Thenask students which is greater, onemilliliter or one kiloliter? Elaborate: Science Notebook TE p.19 Evaluation: Formative AssessmentHave students complete the LessonCheck blackline master to determinewhether they need additional help withlesson content . Evaluation: Blackline Master, TE p. 21bPearson Chapter 1 - Lesson 3: What are solids,liquids, and gasses?Pearson Chapter 1 - Lesson 3 Engage: Have students describe howsolids, liquids, and gasses appear. Envision It!: SE/TE pp. 22-23 Explore: How can water change state? Explore: SE/TE p. 22, Blackline Master TE p. 27a Explain: Have students read States ofMatter, Freezing and Melting,Evaporation and Condensation. Explain: Students will respond toquestions SE/TE pp. 23-27 Elaborate: Discuss with students thatdrivers in cold climates put alcoholbased liquid in their car to clean thewindshield. Ask students how thealcohol keeps the water in the cleaningfluid from freezing? Elaborate: Science Notebook TE p. 255 Page

Pemberton Township School DistrictUnit Planner Evaluation: Formative AssessmentHave students complete the LessonCheck blackline master to determinewhether they need additional help withlesson content .Additional learning opportunities/strategies: Utilize online resources and web linksto support learning. Evaluation: Blackline Master, TE p. 27bAdditional Resources: Material Properties: The dangerousAndrovax has crash-landed on Earth!Sabotage his escape plans by trickinghim into building a spaceship out ofthe wrong materials. Structure & Properties of Matter: Inthe first physical science video forthe Next Generation ScienceStandards Paul Andersen explainsthe structure and properties ofmatter. He starts by explaining howall matter is made of about 100smaller particles called matter. Heexplains a teaching progression forintroducing the topic of matter K-12.This begins with a brief introductionto substances that can bescientifically observed at manylevels. This eventually builds throughmolecules and pure substances tothe subatomic structure of atomsand the importance of bindingenergy. http://www.bozemanscience.com/ http://ngss.nsta.org/ https://www.teachingchannel.org/ngss6 Page

Pemberton Township School DistrictUnit PlannerDifferentiationHigh-AchievingStudents AdvancedLeveledContentReader Use projectbased sciencelearning toconnectscience withobservablephenomena.On Grade LevelStudents On-LevelContentReader Use projectbasedsciencelearning toconnectscience withobservablephenomena.Struggling Students Below-LevelContentReader Use projectbased sciencelearning toconnectscience withobservablephenomena. Utilize theIf/Thenstrategies inthe RTI sectionof thelesson/chapter Providestudents withmultiplechoices forhow they canrepresent theirunderstandings (e.g.multisensorytechniquesauditory/visualaids; pictures,illustrations,graphs, charts,data tables,multimedia,Special Needs/ELL Below-LevelContent Reader Utilize thesupport flaps inthe leveledreaders toprovide supportbefore-readingsupport (KWLcharts, wordwebs), duringreading support(visualvocabularysupport,strategies todetermine wordmeanings,questioningwhile reading),and afterreading support(summativeassessment,activity). Utilize the ELLlesson plan toidentify contentand languageobjectives. Use projectbased science7 Page

Pemberton Township School DistrictUnit Plannermodeling). learning toconnect sciencewith observablephenomena.When using thewrite-in studentedition, refer tographicorganizers,photographs,illustrations,and modelsUse Envision it!to frontload thelesson byactivating priorknowledge andbuildingbackgroundknowledge.Utilize the ELLhandbook forbest practicesandinstructionalstrategies.Follow thespecific “ELLSupport” foreach chapter inthe TE. Supportis given throughscripted text,graphicorganizers, etc.8 Page

Pemberton Township School DistrictUnit Planner9 Page

Pemberton Township School DistrictUnit PlannerUnit Title: Grade 5 - Unit 2: Changes to MatterStage 1: Desired ResultsStandards & Indicators: NJSLS - Science 5-PS1-2 5-PS1-4 NJSLS - Math MP. 2 MP. 4 MP. 5 5.MD.A.1 NJSLS - English Language Arts W.5.7 W.5.8 W.5.9 NJSLS - Technology 8.1.5.A.1 8.1.5.A.2 8.1.5.A.3 8.1.5.A.4 8.1.5.A.5 8.1.5.A.6 NJSLS - 21st Century Life and Careers 9.2.4.A.1 9.2.4.A.2 9.2.4.A.3 9.2.4.A.4Central Idea / Enduring Understanding: In this unit of study, students developan understanding of the idea thatregardless of the type of change thatmatter undergoes, the total weight ofmatter is conserved. StudentsEssential/Guiding Question: If I have a frozen water bottle thatweighs 500 mg, how much will itweigh if the water melts? How can we make slim? How can baking soda and vinegar1 Page

Pemberton Township School DistrictUnit Plannerdetermine whether the mixing of twoor more substances results in newsubstances. The crosscutting conceptsof cause and effect and scale,proportion, and quantity are called outas organizing concepts for thesedisciplinary core ideas. Students areexpected to demonstrate gradeappropriate proficiency in planning andcarrying out investigations and usingmathematics and computationalthinking. Students are expected to usethese practices to demonstrateunderstanding of the core ideas.burst a zip-lock bag?Content:Skills (Objectives): Natural objects exist from the very Conduct an investigation tosmall to the immensely large.determine whether the mixing of Matter of any type can be subdividedtwo or more substances results ininto particles that are too small to see,new substances. (5-PS1-4)but even then the matter still exists and Measure and graph quantities tocan be detected by means other thanprovide evidence that regardless ofseeing.the type of change that occurs when A model showing that gases are madeheating, cooling, or mixingfrom matter particles that are too smallsubstances, the total weight ofto see and are moving freely around inmatter is conserved. [Clarificationspace can explain many observations,Statement: Examples of reactions orincluding the inflation and shape of achanges could include phaseballoon and the effects of air on largerchanges, dissolving, and mixing thatparticles or objects.form new substances.] [AssessmentBoundary: Assessment does notinclude distinguishing mass andweight.]. (5-PS1-2)2 Page

Pemberton Township School DistrictUnit PlannerStage 2: Assessment EvidencePerformance Task(s): “Inquiry labs” STEM activities Formative assessment: “Lesson Check”blackline masters “Got It?” self-assessments in eachlesson Complete graphic organizersOther Evidence: Post-activity discussion questions Review Vocabulary Smart Cards Students elaborate in “ScienceNotebooks” Students make connections to the“Unlock the Big ?” in each lesson. Have students restate or contrasttopics in each lessonStage 3: Learning PlanLearning Opportunities/Strategies:PS1.A: Structure and Properties of MatterResources:Pearson Chapter 1 - Lesson 4: What arePearson Chapter 1 - Lesson 4mixtures and solutions? Engage: Have students describe parts of Envision It!: SE/TE pp. 28-29a mixture. Explore: How can a mixture beseparated? Explore: SE/TE p. 28, Blackline Master TE p. 33a Explain: Have students read Mixtures,Separating Mixtures, Solutions, andSolubility. Explain: Students will respond toquestions SE/TE pp. 29-33 Elaborate: Explain to students that thefollowing terms can be used to describesolutions: saturated, concentrated, anddilute. Elaborate: Science Notebook TE p. 323 Page

Pemberton Township School DistrictUnit Planner Evaluation: Formative AssessmentHave students complete the LessonCheck Blackline Master to determinewhether they need additional help withlesson content.Pearson Chapter 1 - Lesson 5:How does matter change? Evaluation: Blackline Master, TE p. 33bPearson Chapter 1 - Lesson 5 Engage: Have students describe thephysical changes that occur when anorange is peeled. Envision It!: SE/TE p. 34-35 Explore: What happens when air heatsup? Explore: SE p. 34 Blackline Master TE p. 39a Explain: Have students read PhysicalChanges, Temperature and PhysicalChanges, Chemical Changes, andTemperature and Chemical Changes Explain: Students will respond toquestions SE/TE p. 35-39 Elaborate: Have students identifyprefixes in milliliter and kiloliter. Thenask students which is greater, onemilliliter or one kiloliter? Elaborate: Science Notebook TE p.36 Evaluation: Formative AssessmentHave students complete the LessonCheck blackline master to determinewhether they need additional help withlesson content. Evaluation: Blackline Master, TE p. 39b Investigate It, SE/TE pp.40-414 Page

Pemberton Township School DistrictUnit PlannerUnit Cumulative Activity End of Unit Performance AssessmentAdditional learning opportunities/strategies: Utilize online resources and web linksto support learning.Additional Resources: Chemical Reactions: In this videoPaul Andersen explains how chemicalreactions progress as bonds arebroken and reformed reformed. Heexplains the difference betweenchanges in state and changes inmolecules. He discussed collisiontheory and explains why increases intemperature and concentration canincrease reaction rates. Bozemanscience.com http://ngss.nsta.org/ https://www.teachingchannel.org/ng Time for ents/timeforslime/slime-activity.pdf Bubble Bursthttp://www.exploratorium.edu/science explorer/bubblebomb.html Flame h-AchievingOn Grade LevelStruggling StudentsSpecial Needs/ELL5 Page

Pemberton Township School DistrictUnit PlannerStudents AdvancedLeveledContentReader Use projectbased sciencelearning toconnectscience withobservablephenomena.Students On-LevelContentReader Use projectbasedsciencelearning toconnectscience withobservablephenomena. Below-LevelContentReader Use projectbased sciencelearning toconnectscience withobservablephenomena. Utilize theIf/Thenstrategies inthe RTI sectionof thelesson/chapter Providestudents withmultiplechoices forhow they canrepresent theirunderstandings (e.g.multisensorytechniquesauditory/visualaids; pictures,illustrations,graphs, charts,data tables,multimedia,modeling). Below-LevelContent Reader Utilize thesupport flaps inthe leveledreaders toprovide supportbefore-readingsupport (KWLcharts, wordwebs), duringreading support(visualvocabularysupport,strategies todetermine wordmeanings,questioningwhile reading),and afterreading support(summativeassessment,activity). Utilize the ELLlesson plan toidentify contentand languageobjectives. Use projectbased sciencelearning toconnect science6 Page

Pemberton Township School DistrictUnit Planner with observablephenomena.When using thewrite-in studentedition, refer tographicorganizers,photographs,illustrations,and modelsUse Envision it!to frontload thelesson byactivating priorknowledge andbuildingbackgroundknowledge.Utilize the ELLhandbook forbest practicesandinstructionalstrategies.Follow thespecific “ELLSupport” foreach chapter inthe TE. Supportis given throughscripted text,graphicorganizers, etc.7 Page

Pemberton Township School DistrictUnit Planner8 Page

Pemberton Township School DistrictUnit PlannerUnit Title: Grade 5 - Unit 3: Energy and Matter in EcosystemsStage 1: Desired ResultsStandards & Indicators: NJSLS - Science 5-LS1-C 5-LS2-A 5-PS2.B PS3.D LS1.C NJSLS - Math MP.2 MP.4 MP.5 5.MD.A.1 NJSLS - English Language Arts RI.5.1 RI.5.7 RI.5.9 W.5.1 SL.5.5 NJSLS - Technology 8.1.5.A.1 8.1.5.A.2 8.1.5.A.3 8.1.5.A.4 8.1.5.A.5 8.1.5.A.6 NJSLS - 21st Century Life and Careers 9.2.4.A.1 9.2.4.A.2 9.2.4.A.3 9.2.4.A.41 Page

Pemberton Township School DistrictUnit PlannerCentral Idea / Enduring Understanding:Essential/Guiding Question: In this unit of study, students develop What happens to matter and energyan understanding of the idea that plantsthat are part of each organism?get the materials they need for growth Where do plants get the materialschiefly from air and water. Usingthey need for growth?models, students can describe the How does matter move amongmovement of matter among plants,plants, animals, decomposers, andanimals, decomposers, and thethe environment?environment, and they can explain that How can energy in animals’ food beenergy in animals’ food was oncetraced to the sun?energy from the sun. The crosscuttingconcepts of energy and matter andsystems and system models are calledout as organizing concepts for thesedisciplinary core ideas. Students areexpected to demonstrate gradeappropriate proficiency in developingand using models and engaging inargument from evidence. Students arealso expected to use these practices todemonstrate understanding of the coreideas.Content: Matter is transported into, out of, andwithin systems. Plants acquire their material for growthchiefly from air and water. Science explanations describe themechanisms for natural events. A system can be described in terms ofits components and their interactions. The food of almost any kind of animalcan be traced back to plants. Organisms are related in food webs inwhich some animals eat plants for foodand other animals eat the animals thatSkills (Objectives): Support an argument that plants getthe materials they need for growthchiefly from air and water.[Clarification Statement: Emphasis ison the idea that plant matter comesmostly from air and water, not fromthe soil.] (5-LS1-1) Develop a model to describe themovement of matter among plants,animals, decomposers, and theenvironment.[ClarificationStatement: Emphasis is on the ideathat matter that is not food (air,2 Page

Pemberton Township School DistrictUnit Planner eat plants.Some organisms, such as fungi andbacteria, break down dead organisms(both plants or plants parts andanimals) and therefore operate as

Science Pacing Guide. Grade 5. MP Units Unit TOTAL* Cumulative TOTAL** MP1 Unit 1 – Properties of Matter Chapter 1: Try It!, Lesson 1, Lesson 2, and Lesson 3 12 days 12 days MP1 Unit 2 – Changes to Matter Chapter 1: Lesson 4 and Lesson 5 12 days 24 days MP2 Unit 3 – Energy and Matter in Ecosystems

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