Lake Elsinore Unified School District Science Pacing Guide 5Th Grade

Lake Elsinore Unified School District Science Pacing Guide –5th Grade Developed by Committee 9/23/09 Revised by Committee 3/4/10 Board Approved -April 15, 2010 Time Topic Standards Vocabulary Resources Line Houghton Mifflin California Science

r Life Science 2.0 – Plants and animals have structures for respiration, digestion, waste disposal, Cell Unit A: e and transport materials. Cellular Respiration b

o 2.g – Students know plant and animal cells break down sugar to obtain energy, a Cytoplasm Chapter 1 t

c Plants and Animals process resulting in carbon dioxide (CO2) and water (respiration). Diffusion  Lesson 1 (2.a) 2.f – Students know plants use carbon dioxide (CO2) and energy from sunlight to Nucleus

O  Lesson 2 build molecules of sugar and release oxygen. Organ (2.a,2.g,,6.c,6.e) o

t 2.e – Students know how sugar, water, and minerals are transported in a vascular Organelle  Lesson 3 (2.a) t plant. Organ System s

u 2.b – Students know how blood circulates through the heart chambers, lungs, and Osmosis Chapter 2 g 2.a – Students know many body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the Tissue  Lesson 1 u multicellular organisms have lungs and tissues. Chlorophyll (2.a,2.f,6.c,6.e) A specialized structures to 2.c – Students know the sequential steps of digestion and the roles of teeth and the Chloroplast s  Lesson 2 (2.a,2.e,6.a)

k support the transport of mouth, esophagus, stomach, small intestine, large intestine, and colon in the Grana

e materials. function of the digestive system. Nonvascular Plant

e Chapter 3 2.d – Students know the role of the kidney in removing cellular waste from blood Vascular Plant

w  Lesson 1 and converting it into urine, which is stored in the bladder. Phloem

8 (2.a,2.b,6.c)

- 6.a – Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate Xylem  Lesson 2 (2.c,6.e) 6 criteria. Photosynthesis  Lesson 3 (2.d,6.e) 6.c – Plan and conduct a simple investigation based on a student-developed question Stomata and write instructions others an follow to carry out the procedure. Transpiration Standards below are not to be tested during6.e – this Identify benchmark a single period, independent they are to be ongoing variable standards in a scientific of study throughout investigation every unit. and explain Artery how the variable can be used to collect information to answer a question about Bladder Investigation and Experimentation the results of the experiment. Capillary Circulatory System 6.0 – Scientific progress is made by Esophagus TE Pgs. T34 – T44 asking meaningful questions and Excretory System Directed Inquiry and conducting careful investigations. 6.a – Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate Heart Guided Inquiry As a basis for understanding this criteria. Kidney investigations in every concept and addressing the content in 6.b – Develop a testable question Large Intestine lesson. the other three strands, students 6.d- Identify the dependent and controlled variables in an investigation Small Intestine should develop their own questions 6.f – Select appropriate tools (e.g., thermometers, meter sticks, balances, and Stomach and perform investigations. graduated cylinders) and make quantitative Respiratory System 6.g – Record data by using appropriate graphic representations including charts, Vein graphs, and labeled diagrams) and make inferences based on those data. Colon 6.h – Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion 6.i – Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions. Lake Elsinore Unified School District Science Pacing Guide –5th Grade Developed by Committee 9/23/09 Revised by Committee 3/4/10 Board Approved -April 15, 2010 Time Topic Standards Vocabulary Resources Houghton Mifflin Line California Science

r 3.a – Students know most of Earth’s water is present as salt water in the oceans, Groundwater Unit B e Earth Science which cover most of Earth’s surface. Runoff b 3.d – Students know that the amount of fresh water located in rivers, lakes, Aquifer Chapter 4

m Water Resource and underground sources, and glaciers is limited and that its availability can be Water Table  Lesson 1 e Water Cycle extended by recycling and decreasing the use of water. Watershed (3.a,3.d,6.g) c

e 3.e - Students know the origin of the water used by their local communities. Freshwater  Lesson 2 Underground

D (3.d,3.e,6.g) Sources  Lesson 3 o

t 3.b – Students know when liquid water evaporates, it turns into water vapor in the Glaciers (3.d,3.e,6.g) air and reappear as a liquid when cooled or as a solid if cooled below the Recycling r

e 3.0 Water on Earth moves freezing point of water. Origin Unit B

b between the oceans and land 3.c – Students know water vapor in the air moves from one place to another and can Spring

o through the processes of form fog or clouds, which are tiny droplets of water or ice, and can fall to Irrigation t Chapter 5

c evaporation and condensation. Earth as rain, hail, sleet, or snow. Reservoir  Lesson 1 4.b – Students know the influence that the ocean has on the weather and the role Aqueduct O (3.1,3.b,3.c) s that the water cycle plays in weather patterns. Well  Lesson 2 k 4.a – Students know uneven heating of Earth causes air movements (convection Water Reclamation ( 3.b,3.c,6.g) e currents). Condensation e  Lesson 3 6.g – Record data by using appropriate graphic representations including charts, Evaporation

w (4.b,4.c,6.g) graphs, and labeled diagrams) and make inferences based on those data. Precipitation 8 Standards below are not to be tested during this benchmark period, they are to be ongoing standards of study throughout every unit. Transportation -

6 Water Vapor Investigation and Experimentation Convection Current 6.0 – Scientific progress is made by 6.a -Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate Dew Point asking meaningful questions and criteria. Humidity conducting careful investigations. 6.b-Develop a testable question Relative Humidity TE Pgs. T34 – T44 As a basis for understanding this 6.c -Plan and conduct a simple investigation based on a student-developed question Ocean Current Directed Inquiry and concept and addressing the content in and write instructions others an follow to carry out the procedure. Guided Inquiry the other three strands, students 6.d- Identify the dependent and controlled variables in an investigation investigations in every should develop their own questions 6.e -Identify a single independent variable in a scientific investigation and explain lesson. and perform investigations. how the variable can be used to collect information to answer a question about the results of the experiment. 6.f - Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative 6.h -Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion 6.i -Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions. Lake Elsinore Unified School District Science Pacing Guide –5th Grade Developed by Committee 9/23/09 Revised by Committee 3/4/10 Board Approved -April 15, 2010 Time Topic/ Standards Vocabulary Resources Line Houghton Mifflin California Science

y Earth Science 4.a – Students know uneven heating of Earth causes air movements (convection Atmosphere Unit C: r currents). Thermosphere a

u Weather 4.e – Students know that the Earth’s atmosphere exerts a pressure that decreases Mesosphere Chapter 6

r and Solar System with distance above Earth’s surface and that at any point it exerts this Stratosphere  Lesson 1 b pressure equally in all directions. Troposphere

e (4.a,4.e,6.h)

F 4.b – Students know the influence that the ocean has on the weather and the role Air Pressure  Lesson 2 that the water cycle plays in weather patterns. Hemisphere o (4.a,4.e,6.h) t

Energy from the Sun heats Earth 4.c – Students know the causes and effects of different types of severe weather. Barometer  Lesson 3 r unevenly, causing air movements 4.d – Students know how to use weather maps and data to predict local weather and Altitude

e (4.a,4.d,6.b,6.f,6.h)

b that result in changing weather know that weather forecasts depend on many variables. Pressure Belts  Lesson 4 (4.c,4.e) patterns. 5.b – Students know the solar system includes the planet Earth, the Moon, the Sun, Valley Belts m

e eight other planets and their satellites, and smaller objects, such as asteroids Valley Breeze Chapter 7 c and comets. Mountain Breeze e  Lesson 1 (5.a,6.b) 5.0 – The solar system consists of planets and other bodies that orbit the Sun in Convection Currents

D  Lesson 2 s predictable paths. Slope (5.a,5.b,5.c,6.h) k 5.c – Students know the path of a planet around the Sun is due to the gravitational Sea Breeze

e  Lesson 3 (5.b)

e attraction between the Sun and the planet. Land Breeze  Lesson 4 (5.c,6.h)

w 5.a – Students know the Sun, an average star, is the central and largest body in the Jet Streams solar system and is composed primarily of hydrogen and helium. Thermometer 6

- 6.b – Develop a testable question. Rain Gauge 4 6.f – Select appropriate tools (e.g., thermometers, meter sticks, balances, and Anemometer graduated cylinders) and make quantitative. Air Masses Standards below are not to be tested during6.h – thisDraw benchmark conclusions period, theyfrom are scientific to be ongoing evidence standards andof study indicate throughout whether every unit. further Meteorologists information is needed to support a specific conclusion. Radar Investigation and Experimentation Orbit **TE Pgs. T34 – T44 Hydrogen Directed Inquiry and 6.0 – Scientific progress is made by Helium Guided Inquiry asking meaningful questions and 6.a –Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate Asteroid investigations in every conducting careful investigations. criteria. Outer Planets lesson. As a basis for understanding this 6.c –Plan and conduct a simple investigation based on a student-developed question Inner Planets concept and addressing the content in and write instructions others an follow to carry out the procedure. Galaxy the other three strands, students 6.d- Identify the dependent and controlled variables in an investigation should develop their own questions 6.e –Identify a single independent variable in a scientific investigation and explain and perform investigations. how the variable can be used to collect information to answer a question about the results of the experiment.. 6.g – Record data by using appropriate graphic representations including charts, graphs, and labeled diagrams) and make inferences based on those data. 6.i –Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions. Lake Elsinore Unified School District Science Pacing Guide –5th Grade Developed by Committee 9/23/09 Revised by Committee 3/4/10 Board Approved -April 15, 2010 Time Topic/ Standards Vocabulary Resources Line Houghton Mifflin California Science l

i Physical Science 1.b – Students know all matter is made of atoms, which may combine to form Atom Unit D: r molecules. Chemical Symbol p Matter 1.e – Students know scientists have developed instruments that can create Compound Chapter 8 A

discrete images of atoms and molecules that show that the atoms and Electron  Lesson 1 o

t 1. 0 Elements and their molecules often occur in well-ordered arrays.. Metal (1.b,1.d,1.e) combinations account for all the 1.d – Students know that each element is made of one kind of atom and that Molecule y  Lesson 2

r varied types of matter in the the elements are organized in the periodic table by their chemical Neutron (1.c,1.d,6.i) a world. properties. Periodic Table  Lesson 3 (1.b,1.h) u

r 1.c – Students know metals have properties in common, such as high electrical Semimetal

b and thermal conductivity. Some metals, such as aluminum (Al), iron Noble Gas Chapter 9 e (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure Nonmetal

F  Lesson 1

s elements; others, such as steel and brass, are composed of a combination Nucleus (1.a,1.b,1.f) k of elemental metals. Proton

e  Lesson 2 (1.g,1.f)

e 1.h – Students know living organisms and most materials are composed of just Acid  Lesson 3 (1.f,1.i)

w a few elements. Base 1.i – Students know the common properties of salts, such as sodium chloride Boiling Point 8 Chapter 10 - (NaCl). Chemical Formula

6  Lesson 1 (1.g,6.i) 1.g – Students know properties of solid, liquid, and gaseous substances, such Chemical Property  Lesson 2 (1.c,1.f) as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen Chemical Reaction (N2), and carbon dioxide (CO2) Conductivity  Lesson 3 (1.f,1.g) 1.f – Students know differences in chemical and physical properties of Density  Lesson 4 (1.a) substances are used to separate mixtures and identify compounds. Indicator 1.a– Students know that during chemical reactions the atoms in the reactants Solubility rearrange to form products with different properties. Condensation Standards below are not to be tested 6.iduring - Write this benchmark a report period, of anthey investigationare to be ongoing standardsthat includes of study throughoutconducting every tests,unit. Evaporation collecting data or examining evidence, and drawing conclusions. Gas liquid Investigation and Experimentation Mixture Product 6.0 – Scientific progress is made by Reactant TE Pgs. T34 – T44 asking meaningful questions and 6.a – Differentiate observation from inference (interpretation) and know Solid Directed Inquiry and conducting careful investigations. scientists’ explanations come partly from what they observe and partly Solution Guided Inquiry As a basis for understanding this from how they interpret their observations. Sublimation investigations in every concept and addressing the content 6.b - Measure and estimate the weight, length, or volume of objects. Vaporization lesson. in the other three strands, students 6.c – Formulate and justify predictions based on cause-and-effect Physical Property should develop their own questions relationships. Salts and perform investigations. 6.d – Conduct multiple trials to test a prediction and draw conclusions about PH the relationships between predictions and results 6.f - Follow a set of written instructions for a scientific investigation.