5th Grade Science
Fall Semester | |||
Unit Title | Saving Our Seas with STEM: Matter and Energy | Exploring Energy Systems | Wonders of Earth and Space |
Time | 7 weeks | 6 weeks | 8 weeks |
Understandings | Students will use tools to measure, test, observe, and record data on physical properties of matter.
Students will use data to identify patterns to compare, contrast and make predictions about matter based on physical properties.
Students will observe and record the physical properties of matter including physical state, color, texture, shape, size, magnetism, mass, and density.
Students will demonstrate and explain that some mixtures maintain the physical properties of the individual substances and are easily separated.
Students will demonstrate and explain that some mixtures, also known as solutions, do not maintain the physical properties of the individual substances and are more difficult to separate.
Students will compare the mass of substances in solutions before and after they are combined to demonstrate the conservation of matter.
Students will review changes in states of matter through the process of evaporation caused by the addition of heat.
Students will illustrate the particles that make up solids, liquids and gases. | Students will review how position and motion can be changed by forces acting on an object in contact or at a distance.
Students will use a variety of models to investigate different forces and their effects on motion.
Students will explain equal and unequal forces and provide evidence of transfer of energy such as the acceleration, deceleration, not moving, or changing motion of an object.
Students will design a simple experimental investigation that tests the effect of force of an object in a system.
Students will review the transfer of energy by objects in motion, waves in water, and sound.
Students will investigate and describe how energy can change within a system.
Students will identify the requirements of a complete electrical circuit, including an energy source, a conductive material, and a load.
Students will use motors, lightbulbs, and buzzers to explore the different ways energy can be transformed within an electrical circuit system.
Students will observe models that demonstrate how light travels in a straight line.
Students will use a variety of materials to demonstrate and explain how light interacts with different materials. | Students will use multiple resources to review the order of the planets in Earth鈥檚 solar system in relation to the Sun.
Students will observe and create models to explore and explain the day/night pattern created by Earth rotating on its axis.
Students will observe the location of the sun in the sky and shadows at various points of the day to identify patterns that occur.
Students will analyze data to find patterns that explain that the length of daylight and temperatures change with the pattern of the seasons.
Students will analyze data and explain the patterns in the changes of the observable appearance of the moon.
Students will explore models to observe and explain how the sun and ocean interact in the water cycle and affect weather.
Students will review differences between weather and climate.
Students will observe models to explore and explain how rapid changes affect Earth鈥檚 surface.
Students will explore and construct models to demonstrate and describe the formation of landforms such as deltas, canyons, and sand dunes.
Students will use models to explore and explain the process that led to the formation of sedimentary rocks and fossil fuels.
Students will describe advantages and disadvantages of both nonrenewable and renewable resources.
Students will explain that using natural resources can impact the environment and design solutions that reduce those impacts, such as conservation, recycling, and proper disposal. |
TEKS | 5.6A, 5.5A, 5.5B, 5.6B, 5.6C, 3.6C, 5.6D, 5.5E | 3.7A, 3.7B, 5.7A, 5.7B, 5.5A, 5.5B, 5.5E, 5.5G, 4.8A, 5.8A, 5.8B, 5.8C, 5.5D, 5.5F | 3.9B, 5.9A, 4.9A, 4.9B, 5.10A, 4.10C, 5.5A, 5.5B, 5.5D, 3.10C, 5.10C, 5.10B, 4.11A, 5.11A, 5.5G |
Skills TEKS | 5.1A, 5.1B, 5.1C, 5.1D, 5.1E, 5.1F, 5.2B, 5.2C, 5.3A, 5.3B, 5.3C, 5.1G | 5.1A, 5.1D, 5.1E, 5.1F, 5.2B, 5.3B, 5.1G, 5.1B, 5.1C, 5.3A | 5.1E, 5.3B, 5.1A, 5.1G, 5.2A, 5.2B, 5.3A, 5.3C, 5.1C, 5.4A, 5.1B, |
Spring Semester | |||||
Unit Title | Wonders of Earth and Space | Balance of Nature: Structures & Systems for Survival | Targeted Review | Environmental Literacy | Exploring 6th Grade |
Time | 8 weeks | 7 weeks | 3 weeks | 2 weeks | 4 weeks |
Understandings | Students will use multiple resources to review the order of the planets in Earth鈥檚 solar system in relation to the Sun.
Students will observe and create models to explore and explain the day/night pattern created by Earth rotating on its axis.
Students will observe the location of the sun in the sky and shadows at various points of the day to identify patterns that occur.
Students will analyze data to find patterns that explain that the length of daylight and temperatures change with the pattern of the seasons.
Students will analyze data and explain the patterns in the changes of the observable appearance of the moon.
Students will explore models to observe and explain how the sun and ocean interact in the water cycle and affect weather.
Students will review differences between weather and climate.
Students will observe models to explore and explain how rapid changes affect Earth鈥檚 surface.
Students will explore and construct models to demonstrate and describe the formation of landforms such as deltas, canyons, and sand dunes.
Students will use models to explore and explain the process that led to the formation of sedimentary rocks and fossil fuels.
Students will describe advantages and disadvantages of both nonrenewable and renewable resources.
Students will explain that using natural resources can impact the environment and design solutions that reduce those impacts, such as conservation, recycling, and proper disposal. | Students will use images of Texas fossils to make inferences about past organisms and environments.
Students will observe examples of living organisms, including insects in a rotting log ecosystem, and describe their interactions with biotic and abiotic factors that allows them to survive within the environment.
Students will analyze a variety of food webs and describe the flow of energy and cycling of matter within the system.
Students will explore and describe a healthy ecosystem, which includes a diverse population of organisms that are able to meet their needs through a variety of biotic and abiotic factors.
Students will research different human activities to determine if they are harmful or beneficial to the environment and why.
Students will explore a variety of scenarios involving changes in ecosystems and predict how these changes impact food webs and the cycling matter within that ecosystem.
Students will research different species in an environment to analyze how their structures and functions allow them to survive.
Students will identify a behavior as instinctual, learned, or both and describe how it increases chances of survival.
Students will explain how instinctual behaviors such as migration, hibernation, and dormancy in plants and animals are responses to changes in their environments.
| This unit is dedicated to spending some time running a targeted review of the science concepts taught this year, as well as 3rd and 4th grade Supporting Standards. The approach to this time is to study the data for students and design a targeted review on focused, specific areas of need. This time should also be an opportunity to re-engage students in difficult-to-learn concepts and connect students with what the assessment environment will look like for their learning.. | Students explore what it means to be an environmentally literate person. Through the use of exploration, analyzing environmental issues, and thinking critically, students will learn how to make informed and positive decisions concerning the environment. | Students will describe solids, liquids, and gases by the structure and movement of their molecules.
Students will observe the physical properties of different substances, such as water, lemonade, and trailmix, and classify them as pure substances, homogeneous mixtures, or heterogeneous mixtures.
Students will explore the periodic table to identify familiar elements important to daily life.
Students will explore the density of various substances (solids and liquids) in a variety of fluids (other than water).
Students will investigate changes in physical properties as a result of chemical change and identify examples of chemical change in everyday life.
Students will use pictures, videos, and experiences to identify everyday examples of applied and normal forces.
Students will identify the directions of opposite forces when observing examples of Newton鈥檚 Third Law of Motion.
Students will explore and identify everyday examples of potential and kinetic energy and describe how energy is conserved in systems.
Students will describe how energy is conserved in systems, such as amusement park rides and food webs.
Students will explore and create transverse and longitudinal waves.
Students will observe and explain that the relationship among the positions of the Earth, sun, and moon can cause different seasons or tides.
Students will identify and describe components within each of the following systems: biosphere, hydrosphere, atmosphere, and geosphere.
Students will use models to describe the layers of the earth.
Students will use models to describe the rock cycle.
Students will explore different relationships within an ecosystem and identify the biotic and abiotic factors within these relationships. Students will create a diagram of the different organization levels within an ecosystem.
Students will identify a cell as the smallest unit of all living organisms and explore the cellular characteristics of different types of organisms.
Students will describe how variations of traits can be an advantage or disadvantage for the survival of a population. |
TEKS | 3.9B, 5.9A, 4.9A, 4.9B, 5.10A, 4.10C, 5.5A, 5.5B, 5.5D, 3.10C, 5.10C, 5.10B, 4.11A, 5.11A, 5.5G | 3.12D, 5.12A, 4.12B, 5.12C, 5.12B, 5.5B, 5.5E, 5.5G, 5.13A, 5.13B, 3.12C, 5.5D, 5.5F | 6.6A, 6.6B, 6.6C, 6.6D, 6.6E, 5.5B, 5.5G, 6.7A, 6.7B, 6.7C, 6.8A, 6.68B, 6.8C, 5.5E, 6.9A, 6.9B, 6.10A, 6.10B, 6.10C, 5.5D, 6.12A, 6.12B, 6.12C, 6.13A, 6.13B, 6.13C, 5.5F | ||
Skills TEKS | 5.1E, 5.3B, 5.1A, 5.1G, 5.2A, 5.2B, 5.3A, 5.3C, 5.1C, 5.4A, 5.1B, | 5.1E, 5.2B, 5.3A, 5.3B, 5.1D, 5.1F, 5.1A, 5.3C, 5.1B, 5.1G, 5.4A | 5.1G, 5.3A, 5.1E, 5.1A, 5.1C, 5.1D, 5.3B, 5.1B, 5.2G, 5.2E, 5.2A, 5.1F | ||