USD 263-MULVANE SCHOOL DISTRICT

CURRICULUM MAP

SCIENCE-5th Grade


OUTCOME/ ESSENTIAL QUESTION

 

CONTENT

 

OBJECTIVE/SKILL

 

ASSESSMENT

 
What cause and effect relationships and dependencies exist among variables within an investigative system? 
 
1.  Swingers
     - pendulum  
     - standardized
       investigation
     - variable    
     - cycle
     - two coordinate graph  
     - controlled experiment
2.  Lifeboats
     - capacity
     - review previous terms
 
1.  Student will build and observe swingers (pendulums), lifeboats, planes and flippers (S1.B1.IN1,IN2,S2.B3.IN1, S2.B3.IN2,S2.B3.IN4, S2.B3.IN6,S5.B1.IN2)
2.  Student will collect, graph and share data collected during the investigation (S1.B1.IN3,S1.B1.IN6, S1.B2.IN1,S2.B3.IN1, S2.B3.IN2,S2.B3.IN4)
 
1.  Teacher observations
2.  Summative assessments
3.  Formative assessments
4.  Student investigative journal
5.  Student designed projects
 
How does an alteration to a selected variable within an investigative system change the cause and effect relationships and dependencies among the variables within the same investigative system?
 
3.  Plane Sense
     - system
     - review previous terms
4.  Flippers
     - review previous terms
 
3.  Student will identify and explore possible variables that  could effect resulting data patterns from the performed investigation (S1.B1.IN4,S1.B1.IN5, S1.B2.IN2,S1.B3.IN1, S2.B3.IN3,S2.B3.IN4)
4.  Student will predict the effect of changing selected variables during the performed investigation (S1.B1.IN4,S1.B2.IN2, S1.B3.IN3,S2.B3.IN3, S2.B3.IN5,S4.B1.IN1)
 
1.  Teacher observations
2.  Summative assessments
3.  Formative assessments
4.  Student investigative journal
5.  Student designed projects
 
How can mixtures be created and then separated?
How can a solution be created and then  separated?
What makes a solution a special type of mixture?
 
1.  Separating Mixtures
     -  mixture  - property
     - solution  - dissolving
     - crystal   - evaporation
2.  Reaching Saturation
     - solvent      - solute
     - saturated   - solubility
 
1.  Student will create different types of mixtures of water and solid materials (S1.B1.IN1,IN2,S2.B1.IN2)
2.  Student will evaporate solutions to regain the solvent and solute (S2.B1.IN2)
3.  Student will separate a dry mixture (S2.B1.IN2)
4.  Student will observe crystals obtained from an evaporation (S2.B2.IN3)
 
1.  Teacher observations
2.  Summative assessments
3.  Formative assessments
4.  Student investigative journal
5.  Student designed projects
 
What is the shape and pattern of a crystal?
How can you create and  compare different concentrated solutions?
How can you separate a dry mixture?
 
3.  Concentration
     - concentration   
     - dilute
     - volume
4.  Fizz Quiz
     - chemical reaction      
     - precipitate
     - change                    
     - reactant
 
5.  Student will create saturated solutions using different dry materials as solutes (S2.B1.IN2)
6.  The student will use a balance to compare the solubility of different solutions (S2.B1.IN1,S2.B1.IN2, S2.B2.IN2,S2.B2.IN3)
7.  Student will observe and discuss chemical reactions that form during the student's investigations (S2.B1.IN2,S2.B2.IN2)
 
1.  Teacher observations
2.  Summative assessments
3.  Formative assessments
4.  Student investigative journal
5.  Student designed projects
 
How would you use investigative science to determine the amount of fat, sugar and acid in one selected food samples?
How does the quantity of fat, sugar and acid in an equal portion of food different among a variety of food samples?
 
1.  Fat Test
     - fat                        
     - nutrient
2.  Sugar Test
     - yeast                    
      - indicator
     - metabolism           
     - carbon dioxide
     - sugar                   
      - carbohydrate
    

    
 
1.   Student will design, conduct and collect data from a science investigation to determine the amount of certain nutrients in selected food samples  (S1.B1.IN1,IN2,S1.B2.IN1, S2.B1.IN1,S2.B1.IN3, S6.B1.IN1, S6.B1.IN2)
2.  Student will compare and contrasts the amount of certain nutrients in selected food samples (S2.B1.IN1,S2.B1.IN3, S6.B1.IN1, S6.B1.IN2)
 
2.  Summative assessments
3.  Formative assessments
4.  Student investigative journal
5.  Student designed projects
 
What amount of fat, sugar and acid help make up a healthy diet?
What foods should be eaten to assure a healthy amount of fat, sugar and acid in a person's diet?
 
3.  Acid Test
     - acid                     
     - chemical reaction
     - concentration      
     - vitamin C
4.  Free Lunch
     - calorie                
     - protein
     - nutrition
 
3.  Student will use indicators to predict the amount of certain nutrients in selected foods (S2.B1.IN3,S4.B1.IN1, S6.B1.IN1, S6.B1.IN2)
4.  Student will rank selected foods based on the amount of certain nutrients contained in each food sample (S2.B1.IN1,S2.B1.IN3, S6.B1.IN1, S6.B1.IN2)
5.  Student will develop and orally share a hypothetical healthy meal  (S1.B1.IN1,S1.B1.IN2, S1.B1.IN6,S2.B4.IN2, S3.B4.IN2,S3.B4.IN3, S5.B1.IN2,S6.B1.IN1, S6.B1.IN2)
 
1.  Teacher observations
2.  Summative assessments
3.  Formative assessments
4.  Student investigative journal
5.  Student designed projects
 
How do shadows look throughout the day, and how does their orientation change?
What happens to the temperature of certain materials in the sun and shade?
 
1.  Sun Tracking
     - shadow         
     - orientation
     - compass        
     - sun
     - direction
2.  Heating the Earth
     - thermometer     
     - elapsed time
     - earth materials 
     - energy transfer
     - heat sink          
     - solar energy
 
1.  Student will observe and compare shadows (S2.B4.IN3)
2.  Student will use a compass to orient a shadow tracker (S5.B1.IN2)
3.  Student will relate positions of the sun I the sky to the size and orientation of certain shadows (S2.B4.IN3,S4.B4.4)
4.  Student will observe and compare temperatures of different materials using a thermometer, in sun and shadow (S2.B2.IN2,S2.B4.IN1, S2.B4.IN3,S2.B4.IN4)
5.  Student will relate the amount of temperature change of certain earth materials both wet and dry (S2.B2.IN2)
 
1.  Teacher observations
2.  Summative assessments
3.  Formative assessments
4.  Student investigative journal
5.  Student designed projects
 
Which solar water heater will heat water up the fastest?
What kind of variables will affect the temperature of model solar houses?
 
3.  Solar Water Heater
     - absorb                
     - reflect
     - solar collector     
     - surface area
4.  Solar House
     - space heating     
     - greenhouse effect
     - passive solar energy
     - active solar energy
 
6.  Student will organize, communicate and record data results (S2.B2.IN1)
7.  Student will investigate ways to capture solar energy to heat water (S2.B4.IN4,S5.B1.IN1)
8.  Student will relate surface areas of a collector with covered and uncovered heaters (S2.B4.IN3)
9.  Student will observe and compare the affects of variables on solar heating (S2.B4.IN3,S4.B4.IN4)
10.  Student will assemble a solar house and investigate variables (S2.B4.IN3,S2.B4.IN4, S5.B1.IN2)
 
1.  Teacher observations
2.  Summative assessments
3.  Formative assessments
4.  Student investigative journal
5.  Student designed projects
 
   
FOSS addresses all indicators listed under standard 7 and S5.B2.In3

 

  
How does body change during puberty?
What is A.I.D.S., and how is the disease passed from person to person?
 
A.I.D.S. and Human Development
 
The student will view a video that helps explain puberty.
The student will participate in a discussion that develops from an orally reading of an A.I.D.S. workbook published by Weekly Reader
(S3.B2.IN1,S3.B2.IN3, S3.B2.IN4)
 
1.  Teacher observations
2.  Summative assessments
3.  Formative assessments
4.  Student lead discussion