MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1 Pacing Date(s) 9 Days 09-25-17 to 10-06-17 Topic 2 Assessment 10-04-17 to 10-13-17 Midyear Assessment Window TBA
BODY OF KNOWLEDGE: P: Physical Science – N: Nature of Science
TOPIC II: Mixtures and Solutions
Office of Academics and Transformation – Department of Science - Topic II Page 1 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1 NEW GENERATION SUNSHINE STATE ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS ESSENTIAL QUESTIONS STANDARDS
Big Idea 8: Properties A. Mixture is a combination of two or Identify the properties of a gas, Text Book: How is a mixture made? of Matter more substances that do not form a solid and a liquid. TE Chapter 11, pp. 348-351, 354-361, SC.5.P.8.3 a new substance 375-376 How can mixtures be SC.5.P.8.2 B. Mixtures can be separated easily Recognize that a mixture P-SELL Resources Big Idea 8 pp. 33- separated? by observable properties. physically combines two or 45 See p. 6. How is a solution formed? Big Idea 1: The 1.particle size more substances that retain SC.5.P.8.3 Mixtures and Solutions 1 Practice of Science their own properties and are not Vocabulary: What are the properties of a SC.5.N.1.1 2.shape chemically combined. matter, liquid, solid, gas, mixture, solution? SC.5.N.1.2 3.color Investigate how some solid solution, particles, properties, physical How can the mixtures of SC.5.N.1.5 4.magnetic attraction materials mix differently in water change, dissolve, magnification, solids be separated? SC.5.N.1.6 temperature, thermometer, microscope C. Some substances in a and that some dissolve in water What are conditions that will Technology: See pp. 6-9. mixtures will spread out so forming a solution (mixture) and speed up the dissolving Big Idea 2: The BYOD evenly or dissolve that you others do not. process? Characteristics of cannot tell one from the other Strategies: Scientific Knowledge Identify common materials that Use the Five E’s, Interactive Journals, What are conditions that will 1. sugar and water dissolve in water. SC.5.N.2.1 2. air is a mixture of gases Inquiry, Think/Pair/Share, Journals: TE slow down the dissolving SC.5.N.2.2 dissolved in other gases Investigate how the physical p. 355, 359, Centers/Stations, process? D. Conditions can speed up or properties of materials can be Cooperative Learning Groups, Graphic Why is a solution still ESE Access Points, slow down the dissolving used to separate mixtures. Organizers (KWL) considered a mixture? LAFS, MAFS, and CS – process in a mixture Keep records that describe o ELL: SPED: See pp. 2-5 Why are mixtures and 1. Stirring and/or shaking (speed observations made, carefully o Enrichment: solutions physical changes? up) distinguishing actual Assessment: 2. Temperature observations from ideas, Teacher Observation, Journal, Lab Related Programs: 3. Surface area inferences, and opinions about Report, Topic Assessment Dream in Green E. Science Process Skills the observations. Labs: (see p. 6) The Fairchild Challenge 1. Predict Communicate these Quick Activity TE pp. 354, 358, 374 Ever-Fi 2. Observe findings. AIMS Physical Science Gr. 5: Mixed Up SECME Matter pp. 125-127 Elementary Garden Discuss the special 3. Measure Essential Lab #1 Separating Salt, See p. 6. 4. Classify characteristics of a solution and Sand, and Iron Filings (See p. 9) why it is still a mixture. 5. Infer 6. Experiment 7. Communicate
BODY OF KNOWLEDGE: PHYSICAL SCIENCE
Office of Academics and Transformation – Department of Science - Topic II Page 2 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1 Big Idea 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. BENCHMARK CODE BENCHMARK SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction. AA Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
ACCESS POINTS SC.5.P.8.In.3: Identify the observable properties of the parts of a mixture, such as the particle size, shape, and color. SC.5.P.8.Su.3: Identify the separate parts of a mixture by color or shape. SC.5.P.8.Pa.3: Separate a group of objects into its parts. http://www.cpalms.org/Public/PreviewStandard/Preview/1728 SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process. (Assessed as SC.5.P.8.3.) Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
ACCESS POINTS SC.5.P.8.In.2: Identify examples of materials that will dissolve in water and those that will not. SC.5.P.8.Su.2: Recognize examples of materials that will dissolve in water. SC.5.P.8.Pa.2: Recognize a common substance that dissolves in water. http://www.cpalms.org/Public/PreviewStandard/Preview/1727
BODY OF KNOWLEDGE: NATURE OF SCIENCE Big Idea 1: The Practice of Science
Office of Academics and Transformation – Department of Science - Topic II Page 3 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1 A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. BENCHMARK CODE BENCHMARK SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. AA Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
ACCESS POINTS SC.5.N.1.In.1: Ask a question about the natural world, use selected reference materials to find information, work with others to carry out a simple experiment, and share results. SC.5.N.1.Su.1: Ask questions about the natural world, use selected materials to find information, observe, and identify answers to the question. SC.5.N.1.Pa.1: Explore, observe, and select an object or picture to respond to a question about the natural world. http://www.cpalms.org/Public/PreviewStandard/Preview/1705 SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation. Assessed as SC.N.1.1 Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
ACCESS POINTS SC.5.N.1.In.5: Determine whether descriptions of observations are based on fact or personal belief. SC.5.N.1.Su.5: Recognize facts about a scientific observation. SC.5.N.1.Pa.1: Explore, observe, and select an object or picture to respond to a question about the natural world. http://www.cpalms.org/Public/PreviewStandard/Preview/1710 Big Idea 2: The Characteristics of Scientific Knowledge A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
Office of Academics and Transformation – Department of Science - Topic II Page 4 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1 BENCHMARK CODE BENCHMARK SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explaining must always be linked with evidence. AA Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
ACCESS POINTS SC.5.N.2.In.1: Identify that science knowledge is based on observations and evidence. SC.5.N.2.Su.1: Recognize that science knowledge is based on careful observations. SC.5.N.2.Pa.1: Recognize the importance of making careful observations. http://www.cpalms.org/Public/PreviewStandard/Preview/1711 SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. AA Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
ACCESS POINTS SC.5.N.2.In.2: Recognize that experiments involve procedures that can be repeated the same way by others. SC.5.N.2.Su.2: Recognize the importance of following correct procedures when carrying out science experiments. SC.5.N.2.Pa.2: Recognize that a common activity can be repeated http://www.cpalms.org/Public/PreviewStandard/Preview/1712
Health, Math and Language Arts benchmarks should be integrated in appropriate topics throughout the year.
LANGUAGE ARTS: READING INFORMATIONAL TEXT LAFS.5.RI.1: Key Ideas & Details BENCHMARK CODE BENCHMARK LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. LAFS.5.RI.2: Craft and Structure BENCHMARK CODE BENCHMARK LAFS.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topics or subject area.
Office of Academics and Transformation – Department of Science - Topic II Page 5 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1
LANGUAGE ARTS: WRITING LAFS.5.W.3: Research to Build and Present Knowledge BENCHMARK CODE BENCHMARK LAFS.5.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
LANGUAGE ARTS: SPEAKING AND LISTENING SKILLS LAFS.5.SL.1: Comprehension and Collaboration BENCHMARK CODE BENCHMARK LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
MATHEMATICS: MEASUREMENT AND DATA MAFS.5.MD.2: Represent and interpret data. BENCHMARK CODE BENCHMARK MAFS.5.MD.1.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
COMPUTER SCIENCE STANDARDS SC.35.CS-CS.1.4: Modeling and Simulations BENCHMARK CODE BENCHMARK SC.35.CS-CS.1.4 Create a simple model of a system (e.g., flower or solar system) and explain what the model shows and does not show. SC.35.CS-CP.1.3: Data Analysis BENCHMARK CODE BENCHMARK SC.35.CS-CP.1.3 Identify, research, and collect a data set on a topic, issue, problem, or question using age-appropriate Office of Academics and Transformation – Department of Science - Topic II Page 6 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1 technologies.
Office of Academics and Transformation – Department of Science - Topic II Page 7 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1
Supplemental Resources Content Title Located on the Learning Village – Elementary Pacing Guides - Science Grade 5 Quarter 1 PSELL Resources Big Idea 8: Properties Click on PSELL Resources. Open Quarter 1 PSELL Resources folder. Then open Big Big Idea 8: Properties of Matter of Matter Idea 8 Properties of Matter folder and select folders to download. (Assessment, Home Mixtures and Solutions Student Resources Mixtures and Solutions Learning, Language Support, Review Games, Student Resources Mixtures and Solutions pp. 33-45 pp. 33-45 , and Teacher Resources) Grade 5 Science Grade 5 FCAT 2.0 Science Test Item Grade 5 FCAT 2.0 Science Test Item Specifications, Version 2 Test Item Specifications Specifications, Version 2 (PDF) Grade Science Standards Science Grade 5 Nature of http://www.cpalms.org/Public/search/Standard#0 Test Item Specifications Science and Physical Science https://www.pearsonsuccessnet.com/snpapp/login/login.jsp If not registered, select “Register Here” button. Under teachers click Register and enter Properties of matter Unit C, Chapter 11 Pearson access code: 542470 (same for all MDCPS and grade levels) and school zip code. Log in. Click on the Grade 5 Teacher’s Edition. Mixtures and Solutions Power http://science.dadeschools.net/elem/instructionalResources/IR-5.html SC.5.P.8.3 Mixtures and Solutions Point, Activities, Lab and Videos See Quarter 1. Does It Dissolve pp. 99-105 Involving Dissolving pp.107-113 Souper Solubility pp. 115-122 Mix It Up pp. 123-124 Mixtures AIMS Physical Science Florida Grade 5 Mixed-Up Matter pp. 125-132 Sweet Separations pp. 133-141 A Sorted Mixture pp. 143-149 Formative Assessment Questions p. 461 Conditions can speed up or slow M&M’s in Different Sugar Solutions – Inquiry http://www.floridastandards.org/Standards/PublicPreviewBenchmark1727.aspx? down the dissolving process in a in Action ShowResource=1&kw= mixture M&M’s in Different Temperatures Inquiry in Action Different factors that affect Inquiry in Action Classroom Activities: solubility of solids, liquids, and Chapter 4 Dissolving Solids, Liquids, and http://www.inquiryinaction.org/classroomactivities/ gases Gases Mixtures and solutions Mixtures and Solutions pp. 258-259 Gr. 4-5 ScienceSaurus Handbook Mixtures and solutions SC.5.P.8.3 It’s all in the Mix http://science.dadeschools.net/elem/rg3-5ngsss.html Mixtures and Solutions Essential Grade 5 Science Essential Laboratories Q1: https://mdcpsportal.dadeschools.net/employee/default.aspx Lab Lab # 1 Separating Salt, Sand and Iron Open Learning Village: Pacing Guides and Curriculum Pathways: Elementary Filings Science Pacing Guides 5th Grade – Quarter I - DISTRICT PACING GUIDES – 05 Science Essential Lab # 1 Separating Salt, Sand and Iron Filings (student) Office of Academics and Transformation – Department of Science - Topic II Page 8 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1 Essential Lab # 1 Separating Salt, Sand and Iron Filings (teacher) http://faitc.org/teachers/gardening-for-grades/ Gardening Resource Lessons Gardening for Grades http://www.fairchildgarden.org/education/the-fairchild-challenge The Fairchild Challenge The Fairchild Challenge
The GSC involves students, Join our Get Your School Started Download the GSC Application Form at teachers and school staff in Dream in Green designing and implementing http://dreamingreen.org/green-schools-challenge/ GREEN SCHOOL CHALLENGE environmental and energy solutions Dream in Green resources at Save Energy, Save Money at their school. http://science.dadeschools.net/elem/InstructionalResources/instiPartners.html
Office of Academics and Transformation – Department of Science - Topic II Page 9 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1
Standard: SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated base on observable properties of their parts such as particle size, shape, color, and magnetic attraction. Mixtures Defining a Mixture Video Heterogeneous and Homogeneous Mixtures Student Activity: Separating the Salt and the Sand Separating Mixtures
Image Mixed Greens
Animation mixture
Exploratio Mixtures n
Reading Get Rich Quickly Passage Science Content Changes to Matter: Mixtures Collection
Office of Academics and Transformation – Department of Science - Topic II Page 10 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1 Standard: SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process. Property of Matter: A Substance that Does Not Dissolve in Water Video Solubility Solutes and Solvents Saturated and Super Saturated dissolve Animation solution
Exploratio Solutions n A Perfect Place to Hide Reading A Painkiller Passage A Disappearing Act
All activities are hyperlinked. The Chemistry of Condiments Water, Water Everywhere: Water All Around Us, And In Us Science of NHL Hockey: Mass, Volume and Density Video The Chemistry of Cheese Science of Golf: Evolution of the Golf Club Astronomers Discover Planet Similar to Earth Molecule Profile: H20 - Water Examples of Mixtures Encountered in Everyday Life Image Ice Cream Science Why do we put salt on icy sidewalks in the winter?
Office of Academics and Transformation – Department of Science - Topic II Page 11 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1 Student Learning Goals - Quarter 1 Big Idea 8 SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction. (Also assesses SC.5.P.8.2) (Level 2: Strategic Thinking & Complex Reasoning)
Scale Learning Progression Sample Progress Monitoring and Assessment Activities
Using mixtures from Step 4, develop clues that will I am able to apply concepts independently to determine how mixtures allow others to separate the mixtures based on of solids can be separated by their observable properties (particle size, observable properties (examples: Clue #1 Mixture Score/Step 5.0 shape, color, and magnetic attraction). must be separated into 4 groups. Clue # 2 One property could include solids with more than one color).
I am able to design and assess how mixtures of solids can be Create a mixture containing at least 4 solids that separated by observable properties (particle size, shape, color, and include, but are not limited to the following properties: magnetic attraction). particle size, shape, color, and magnetic attraction. Score/Step 4.0 Then write an explanation on how it can be separated using its observable properties. Give it to another person to separate. Compare their way of separating to yours. Score/Step 3.0 I am able to separate and explain how mixtures of solids can be Separate a mixture of solids (Ex: a spoonful of trail Target separated by their observable properties (particle size, shape, color, mix or Chex Mix) by at least 4 properties, and explain (Learning Goal) and magnetic attraction). what properties were used.
I am able to name at least 2 examples of how mixtures of solids can Separate a mixture of solids (Ex: a spoonful of trail Score/Step 2.0 be separated by observable properties. mix or Chex Mix) by at least 2 properties. Illustrate Target and name the properties.
Student Learning Goals – Student Learning Goals - Quarter 1 Big Idea 8
Office of Academics and Transformation – Department of Science - Topic II Page 12 of 13 First Nine Weeks 2017-2018 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2017-2018 District Pacing Guide GRADE 5 Course Code: 5020060 / Access Code: 7720060 / Access Code: 7720060G1
SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process (Assessed as SC.5.P.8.3) (Level 3: Strategic Thinking & Complex Reasoning)
Scale Learning Progression Sample Progress Monitoring and Assessment Activities
I am able to apply concepts independently to determine how mixtures Use the results from previous investigation (Step 4) to of solids can be separated by their observable properties (particle size, communicate your findings to through a PowerPoint, shape, color, and/or magnetic attraction). video, or poster. Score/Step 5.0
I am able to investigate combinations of conditions (temperature, Develop a new question using results from previous stirring, and surface area) on materials that affect the dissolving investigation (Step 3). (Consider starting with higher process. temperature water and stirring or placing the sugar Score/Step 4.0 cube in colder water, etc.) Plan and carry out the experiment. Collect data. Draw a conclusion using evidence from the investigation data.
I am able to identify materials that dissolve in water and the conditions Use materials that dissolve in water (See Step 2) and Score/Step 3.0 that affect the dissolving process. test at least two of the conditions (temperature, Target stirring, and surface area) that will speed up or slow (Learning Goal) down the dissolving process of each material.
Score/Step 2.0 I am able to identify materials that dissolve in water. Test materials (sugar, salt, sand, gravel and/or Target pepper) that dissolve in water and those that will not.
Office of Academics and Transformation – Department of Science - Topic II Page 13 of 13 First Nine Weeks 2017-2018