PLANNING FOR LEARNING…A ROADMAP TO EXCELLENCE
Subject: 5th Grade Theme: Exploration 2012-2013
Science & Social Studies: Unit 5: Water Unit 6: Empires
Unit 7: Cells Unit 8: Explorers
Time frame for Completion: 1 marking period
UMASD Curriculum Guide
Grade 5 Science & Social Studies MP #2
2012-2013
Units 5-8 for Social Studies and Science
Integration Theme
“From the time of our birth, it is our instinct to explore. To map the lands, we must explore. To chart the seas, we must explore. Three decades have passed since a human being set foot on another world. It is time for America to take the next steps to explore the earth, moon, mars, and beyond.”
Neil Armstrong, NASA Astronaut
PLANNING FOR LEARNING…A ROADMAP TO EXCELLENCE
Subject: 5th Grade Theme: Exploration 2012-2013
Science & Social Studies: Unit 5: Water Unit 6: Empires
Unit 7: Cells Unit 8: Explorers
Time frame for Completion: 1 marking period page 12
Across all Science units, students will be able to implement nature of science skills such as
· S5.A.1.1.1: Explain how certain questions can be answered through scientific inquiry and/or technological design (e.g., investigate to find out if all clay or foil boats designs react the same when filled with paperclips).
· S5.A.1.1.2: Explain how observations and/or experimental results are used to support inferences and claims about an investigation or relationship (e.g., make a claim based on information on a graph).
· S5.A.1.1.3: Describe how explanations, predictions, and models are developed using evidence.
· S5.A.2.1.1: Design a simple, controlled experiment (fair test) identifying the independent and dependent variables, how the dependent variable will be measured and which variables will be held constant (e.g., relate the effect of variables [mass, release height, length of string] to number of swings of a pendulum, investigate the relationships between variables in paper airplane designs).
· S5.A.2.1.2: Describe relationships between variables through interpretation of data and observations (i.e., make predictions for the outcome of a controlled experiment using data tables and graphs).
· S5.A.2.2.1: Describe the appropriate use of instruments and scales to accurately measure time, mass, distance, volume, and temperature safely under a variety of conditions (e.g., use a thermometer to observe and compare the interaction of food coloring in water at different temperatures).
· S5.A.2.2.2: Explain how technology extends and enhances human abilities for specific purposes (e.g., use hand lens to examine crystals in evaporation dishes; use graduated cylinders to measure the amount of water used in a controlled plant experiment).
Across all content areas, students should:
· Listen, watch, and read various fiction and non-fiction materials related to the integration theme.
· Analyze text in small and large group discussions
· Use graphic organizers to compare/contrast, sequence and demonstrate cause and effect within the integration theme.
· Talk to the Text
· Use QAR with all text
PLANNING FOR LEARNING…A ROADMAP TO EXCELLENCE
Subject: 5th Grade Theme: Exploration 2012-2013
Science & Social Studies: Unit 5: Water Unit 6: Empires
Unit 7: Cells Unit 8: Explorers
Time frame for Completion: 1 marking period page 12
Learning Competencies - What the students will know and be able to do upon completion of the unit / Supportive Learning Activities / Assessments / Resources /· 3.3.5.A4: Explain the basic components of the water cycle (Hydrologic Cycle)
· 3.2.5.A1: Explain the role energy plays in the rate of motion of water molecules.
· 3.2.5.A1: Describe how water can be changed from one state to another by adding or taking away heat.
· State how the water cycle relates to weather.
· 4.2.5.C: Identify physical, chemical, and biological factors that affect water quality.
· 3.3.5.A5: Differentiate between weather and climate.
· 3.3.5.A5: Explain how the cycling of water, both in and out of the atmosphere, has an effect on climate.
· 3.3.5.B1: Provide evidence that the earth revolves around (orbits) the sun in a years time and that the earth rotates on its axis once approximately every 24 hours. / · Unit Lab- TM C & D pg. 329A-B, Beach Protection LM pg. 109-112
· Water, Water Everywhere Lab – pg. 341
· Water Centers or Teacher Created Outline
· Reading Support and HW pg 70-71
· Brain Pop – Climate, Weather (activities), Seasons(activities), Water Cycle. Water, Solstice and Equinox(activities), Matter Changing States (experiment)
WRITING
Narrative – Water Molecule / · Teacher/student designed, interdisciplinary tasks to assess essential understandings using geography tools
· Teacher created, curriculum based assessments of skills, comprehension, and knowledge / · Harcourt 5th Grade Science Textbook - Ch. 11, Lesson 1 pg 336-337, lesson 2, Lesson 3 – 354, 448-449),
· Brain Pop
· Library resources
· ESL staff
· Bilingual dictionaries
· ELL: http://www.cal.org/siop: Fifty Strategies for Teaching; English Language Learners, 2nd edition; Adrienne Herrell, Michael Jordan; (Merrill/Prentice Hall, 2003)
Learning Competencies - What the students will know and be able to do upon completion of the unit / Supportive Learning Activities / Assessments / Resources /
· 8.4.5.A: Compare and contrast common characteristics of the social, political, cultural, and economic groups in world history.
· 8.4.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and sites which are critical to World history.
o Compare and contrast the characteristics of important civilizations (way of life, culture, etc.)
o Explain how the geography of regions influenced the lives of the peoples who live there.
o Evaluate how civilizations technologies have continued to modern day.
o Analyze the relationship between geography and culture.
o Explain and give examples of how people adapted to/modified the physical environment
to meet their needs.
Career and Work
· Determine attitudes and work habits that support career retention and advancement
· Analyze the role of each participant’s contribution in a team setting / · Interaction with text using strategies, Talking to the Text, QAR, and Graphic organizers (including timelines)
· Reciprocal activities including think-pair-share, final word, etc.
· Written and oral response to text
· Small and large group discussion
· Direct instruction of some content
Constructing Open Ended Responses Book (purple)
- Venus Vs Earth
Teacher Created Materials
-codex
-triple venn / · Teacher/student designed, interdisciplinary tasks to assess essential understandings using geography tools
· Teacher created, curriculum based assessments of skills, comprehension, and knowledge / · Harcourt 5th Grade Science Textbook
· Brain Pop
· Library resources
· ESL staff
· Bilingual dictionaries
· ELL: http://www.cal.org/siop: Fifty Strategies for Teaching; English Language Learners, 2nd edition; Adrienne Herrell, Michael Jordan; (Merrill/Prentice Hall, 2003)
PLANNING FOR LEARNING…A ROADMAP TO EXCELLENCE
Subject: 5th Grade Theme: Exploration 2012-2013
Science & Social Studies: Unit 5: Water Unit 6: Empires
Unit 7: Cells Unit 8: Explorers
Time frame for Completion: 1 marking period page 12
Learning Competencies - What the students will know and be able to do upon completion of the unit / Supportive Learning Activities / Assessments / Resources /· 3.1.5.A5: Explain the concept of a cell as the basic unit of life.
o Name the parts of an animal cell and a plant cell (nucleus, cell wall, cell membrane, chloroplast)
· 3.1.5.A5: Compare and contrast plant and animal cells
· 3.1.5.A3: Compare and contrast the similarities and differences in life cycles of different organisms.
· 3.1.5.B1: Differentiate between inherited and acquired characteristics of plants and animals.
· 3.1.5.C2: Give examples of how inherited characteristics (e.g., shape of beak, length of neck, location of eyes, shape of teeth) may change over time as adaptations to changes in the environment that enable organisms to survive. / · Unit Lab TM A & B, pg. 27A-B,Plant Growth, LM pg. 22-25
· Observing Cells, pg. 31, LM 26-28
· Reading Support and HW pg. 5-6
· Teacher pgs 114E/F – Labs/Investigations on Inherited Characteristics
· RS 26 (Chapter 4/lesson 3)how
· Brain Pop – Cells (activities, FYI), Cell Specialization (Experiment), Amphibians (activity), metamorphosis, Natural Selection
· Galapagos Turtles, Finches on Darwin’s Island / · Teacher/student designed, interdisciplinary tasks to assess essential understandings using geography tools
· Teacher created, curriculum based assessments of skills, comprehension, and knowledge / · Harcourt 5th Grade Science Textbook – Ch. 1 Lesson 1, Ch. 4 lesson 1 (118, 119), lesson 2 (126 and 128) and lesson 3 (134-141)
· Brain Pop
· Library resources
· ESL staff
· Bilingual dictionaries
· ELL: http://www.cal.org/siop: Fifty Strategies for Teaching; English Language Learners, 2nd edition; Adrienne Herrell, Michael Jordan; (Merrill/Prentice Hall, 2003)
Unit 8
Exploration
Learning Competencies - What the students will know and be able to do upon completion of the unit / Supportive Learning Activities / Assessments / Resources /· 8.4.5.A: Compare and contrast common characteristics of the social, political, cultural, and economic groups in world history.
· 8.4.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and sites which are critical to World history.
· 6.1.5.A: Explain how limited resources and unlimited wants causes scarcity
· 6.1.5.B: Explain ways in which people meet their basic needs
· 6.1.5.C: Explain how people’s choices have different economic consequences
· 6.1.5.D: Demonstrate how the availability of resources affects choices
o 8.1.5.B: Classify and analyze fact and opinion from secondary sources as related to the points of view of the Native Americans and the exploring nations
· Describe and explain the geographic tools and technology that made ocean exploration possible in the 16th Century.
· Evaluate cause-and-result relationships bearing in mind multiple causations.
o Analyze and explain the economic motives for European exploration.
o Analyze and explain the political motives for European exploration
· Analyze and explain the aims, obstacles and accomplishments of the early explorers.
o Describe the character traits of an early explorer and analyze how these traits contributed to historical events.
o Discuss how the geography and natural land/water features helped or hindered exploration during this time.
· Analyze the effects of European exploration and colonization on Native Americans regarding population, culture., settlement, economic and political activities.
· Describe the relations between Spanish settlers and Native Americans.
o Locate primary and secondary sources for a research topic and summarize the findings in writing. / · Use of graphic representations for maps, globes, compass, landforms and other pertinent topics.
· Reciprocal teaching activities
· Vocabulary instruction such as L.I.N.C. strategies
· Talk to the Text instruction and activities
Differentiation Options
· Tiered assignments
· Think Dots and Cubes
· Menus
· R.A.F.T. model
· Flexible grouping
WRITING
Opinion - Hero Vs Invader
Expository – About Explorer
Research
Project on Exploration / · Teacher/student designed, interdisciplinary tasks to assess essential understandings (Produce an informational writing that compares/contrasts two explorers in terms of personal background, personal characteristics, sponsor, motives, dates, route of exploration, and impact. Include a character study, and discussion of how the geography and natural land/water features impacted their journeys.)
· Teacher created, curriculum based assessments of skills, comprehension, and knowledge / · Social Studies Alive!: America’s Past: TCI, Chapters 4-5
· U.S. History; Houghton Mifflin (optional supplement)
· Map cards from series
· Brain Pop
· Library resources
· ESL staff
· Bilingual dictionaries
· ELL: http://www.cal.org/siop: Fifty Strategies for Teaching; English Language Learners, 2nd edition; Adrienne Herrell, Michael Jordan; (Merrill/Prentice Hall, 2003)