DRAFT GRADE 5 NETTLETON SCHOOL DISTRICT

Transcription

1 Module 1 Start: 8/18/2015 Teaching Days: 36 Test: 10/8/2015 Remediation Days: 1 End: 10/9/2015 NS NS NS NS NS NS NS PS PS PS PS PS.5.5.5a PS.5.5.5b PS PS PS PS Make accurate observations [watching carefully, taking notes, comparing and contrasting - should be detailed, accurate, and appropriate] Identify and define components of experimental design used to produce empirical evidence [dependent on evidence or consequences that are observable by the senses]: hypothesis, replication, sample size, appropriate use of control, use of standardized variables Communicate results and conclusions from scientific inquiry Summarize the characteristics of science Explain the role of observation in the development of a theory Define and give examples of hypotheses [explanations consistent with available observation] Develop and implement strategies for long-term, accurate data collection Identify the relationship of atoms to all matter State characteristics of physical changes Explain how heat influences the states of matter of a substance: solid, liquid, gas, plasma Conduct scientific investigations on physical properties of objects Identify characteristics of physical changes Identify common examples of physical changes Identify common examples of physical properties: length, mass, area, perimeter, texture, taste, odor, color, elasticity Model the motion and position of molecules in solids, liquids, and gases in terms of kinetic energy Conduct investigations demonstrating expansion and contraction Demonstrate the effect of changes in the physical properties of matter PS Investigate careers, scientists, and historical breakthroughs related to physical properties, physical change, and states of matter. 18 SLEs End of Module 1 ALIGNMENT NOTES NS.1.5.1, NS.1.5.2, NS.1.5.4, NS.1.5.5, NS.1.5.7, NS.1.5.8, NS Nature of Science Taught in TLI Unit Resources Page 1 of 10

2 NS.1.5.3,NS NS SLEs Covered in Math Page 2 of 10

3 The number of SLEs has exceeded the maximum number of questions on one or more modules. Not all SLEs will be tested. Module 2 Start: 10/12/2015 Teaching Days: 42 Test: 12/16/2015 Remediation Days: 1 End: 12/17/2015 ESS ESS ESS ESS ESS ESS ESS.8.5.7a ESS.8.5.7b ESS.8.5.7c ESS ESS ESS ESS ESS ESS ESS ESS ESS NS NS NS NS Page 3 of 10 Identify some basic elements composing minerals: silicon, oxygen. Iron, sodium, chlorine, calcium, carbon, hydrogen, aluminum Investigate the growth of crystals Identify characteristics of minerals Conduct investigations on mineral properties: luster, hardness, streak, acid test for calcite, fluorescence Identify the following minerals: halite (salt), feldspar, sulfur, quartz, diamonds, gypsum, calcite, talc, hematite (iron), precious metals (gold, silver) Identify minerals found in Arkansas: bauxite, diamonds, quartz, galena Identify characteristics of sedimentaryrocks Identify characteristics of igneous rocks Identify characteristics of metamorphic rocks Compare and contrast by investigation characteristics of the three basic types of rocks: sedimentary, igneous, metamorphic Classify the three basic types of rocks Investigate careers, scientists, and historical breakthroughs related to minerals and rocks Investigate the formation of soil Conduct investigations on sedimentation Describe and illustrate the rock cycle Explain and give examples of how physical evidence from fossils supports the theory that Earth has changed over time Analyze fossil record evidence about plants and animals that lived long ago Infer the nature of ancient environments based on fossil record evidence Communicate results and conclusions from scientific inquiry Summarize the characteristics of science Explain the role of observation in the development of a theory Define and give examples of hypotheses [explanations consistent with available observation]

4 The number of SLEs has exceeded the maximum number of questions on one or more modules. Not all SLEs will be tested. Module 2 Start: 10/12/2015 Teaching Days: 42 Test: 12/16/2015 Remediation Days: 1 End: 12/17/2015 PS PS.6.5.2a PS.6.5.2b PS.6.5.2d PS.6.5.2c PS.6.5.2e PS PS.6.5.2f PS PS PS PS Classify simple machines Conduct investigations using: levers (e.g., toothbrush) Conduct investigations using: pulleys Conduct investigations using: wedges Conduct investigations using: inclined planes-ramps Conduct investigations using: screws Relate simple machines to inventions and discoveries Conduct investigations using: wheels and axles Compare and contrast potential energy and kinetic energy as applied to motion Classify real world examples as potential energy or kinetic energy as applied to motion Conduct investigations using potential energy and kinetic energy Investigate careers, scientists, and historical breakthroughs related to simple machines and potential and kinetic energy. 34 SLEs End of Module 2 ALIGNMENT NOTES NS.1.5.1, NS.1.5.2, NS.1.5.3, NS.1.5.4, NS.1.5.5, NS.1.5.6, NS Nature of Science Taught in TLI Unit Resources Page 4 of 10

5 Module 3 Start: 1/4/2016 Teaching Days: 22 Test: 2/4/2016 Remediation Days: 1 End: 2/5/2016 PS.7.5.1b PS PS PS.7.5.1c PS PS PS.7.5.1a PS NS ESS ESS ESS ESS ESS ESS Summarize how light can interact with matter through refraction Investigate how light travels and interacts with an object or material Conduct investigations demonstrating how an object can be seen Summarize how light can interact with matter through reflection Investigate careers, scientists, and historical breakthroughs related to light energy Investigate physical interactions of light and matter and the effect on color perception: refraction, absorption, transmission, scattering Summarize how light can interact with matter through absorption Design and conduct investigations of transparent, translucent, and opaque as applied to light Develop and implement strategies for long-term, accurate data collection Compare the physical characteristics of the sun to other stars: size, color, brightness Demonstrate the order of planets and other space objects in our solar system Compare the properties of planets in our solar system: size, shape, density, atmosphere, distance from the sun, orbital path, moons, surface, composition Distinguish between mass and weight Compare the human body s mass to weight on Earth, the moon, and other planets in our solar system Investigate careers, scientists, and historical breakthroughs related to planets. 15 SLEs End of Module 3 ALIGNMENT NOTES NS.1.5.1, NS.1.5.2, NS.1.5.3, NS.1.5.4, NS.1.5.5, NS Nature of Science Taught in TLI Unit Resources Page 5 of 10

6 The number of SLEs has exceeded the maximum number of questions on one or more modules. Not all SLEs will be tested. Module 4 Start: 2/8/2016 Teaching Days: 40 Test: 4/14/2016 Remediation Days: 1 End: 4/15/2016 LS LS LS LS.2.5.4a LS.2.5.4b LS LS LS LS LS LS LS LS.4.5.1a LS.4.5.1b LS LS LS LS LS LS LS LS LS Compare the cell theory to the characteristics of a scientific theory Examine cells on a microscopic level Describe the similarities of basic cell functions in all organisms Model and identify the parts of animal cells: cell membrane, nucleus, cytoplasm Model and identify the parts of plant cells: cell wall, cell membrane, nucleus, cytoplasm, chloroplast Compare and contrast plant and animal cells Conduct investigations to separate plant pigments from the cell Identify the role of chlorophyll in the process of photosynthesis Explain and illustrate photosynthesis Explain cellular respiration Conduct investigations demonstrating the process of cellular respiration Investigate careers, scientists, and historical breakthroughs related to cells Distinguish among organisms, populations, communities, ecosystems, biosphere Model:organisms, populations, communities, ecosystems, biosphere Identify the transfer of energy using energy pyramids: terrestrial & aquatic Design food webs in specific habitats to show the flow of energy within communities: terrestrial & aquatic Evaluate food webs under conditions of stress: overgrazing, overpopulation, natural disaster, introduction of non-native species, human impact/urban development Examine the role of limiting factors on the carrying capacity of an ecosystem: food, space, water, shelter Describe and diagram the nitrogen cycle in ecosystems Describe and diagram the carbon cycle in ecosystems Describe and diagram the carbon dioxide-oxygen cycle in ecosystems Conduct investigations demonstrating the role of the carbon dioxide-oxygen cycle in ecosystems Analyze the concept of conservation of mass as related to the amount of matter in an ecosystem Page 6 of 10

7 The number of SLEs has exceeded the maximum number of questions on one or more modules. Not all SLEs will be tested. Module 4 Start: 2/8/2016 Teaching Days: 40 Test: 4/14/2016 Remediation Days: 1 End: 4/15/2016 LS LS LS LS a LS b LS c LS d LS e LS f LS LS LS a LS b LS c LS Create ecosystems in which plants can exist without animals Conduct investigations in which plants are encouraged to thrive Construct, compare, and contrast environments in open and closed aquaria Categorize organisms by the function they serve in ecosystems and food webs: predator/prey Categorize organisms by the function they serve in ecosystems and food webs: parasitism Categorize organisms by the function they serve in ecosystems and food webs: producer/consumer Categorize organisms by the function they serve in ecosystems and food webs: decomposer Categorize organisms by the function they serve in ecosystems and food webs: scavenger Categorize organisms by the function they serve in ecosystems and food webs: herbivore/carnivore/omnivore Conduct field studies identifying and categorizing organisms in a given area of an ecosystem Evaluate positive and negative human effects on ecosystems Describe and illustrate various symbiotic relationships: parasitism Describe and illustrate various symbiotic relationships: mutualism Describe and illustrate various symbiotic relationships: commensalism Investigate careers, scientists, and historical breakthroughs related to populations and ecosystems 38 SLEs End of Module 4 ALIGNMENT NOTES NS.1.5.1, NS.1.5.2, NS.1.5.4, NS Nature of Science in TLI Unit Resources Page 7 of 10

8 The number of SLEs does not meet the minimum number recommended by the TLI Science Curriculum Specialists. Module 5 Start: 2/8/2016 Teaching Days: 19 Test: 3/4/2016 (No TLI Test) Remediation Days: 1 0 SLEs End of Module 5 ALIGNMENT NOTES Nature of Science Taught in TLI Unit Resources NS.1.5.1, NS.1.5.2, NS.1.5.4, NS.1.5.5, NS.1.5.7, NS Page 8 of 10

9 The number of SLEs does not meet the minimum number recommended by the TLI Science Curriculum Specialists. Module 6 Start: 3/7/2016 Teaching Days: 17 Test: 4/8/2016 (No TLI Test) Remediation Days: 1 0 SLEs End of Module 6 Page 9 of 10

10 Grade 5 Standards Not Yet Aligned Nature of Science(NS) NS.1.5.3a Calculate mean [average] from scientific data using SI units NS.1.5.3b NS.1.5.3c NS.1.5.3d NS.1.5.4a NS.1.5.4b NS.1.5.4c NS.1.5.4d NS.1.5.4e NS.1.5.4f NETTLETON SCHOOL DISTRICT Calculate median [that figure above and below which there are equal number of figures] from scientific data using SI units Calculate mode [value that occurs the most frequently in a data set] from scientific data using SI units Calculate range [the difference between the highest and lowest value] from scientific data using SI units Interpret [synthesize, draw conclusions, see patterns] scientific data using: data tables/charts Interpret [synthesize, draw conclusions, see patterns] scientific data using: bar graphs Interpret [synthesize, draw conclusions, see patterns] scientific data using: circle graphs Interpret [synthesize, draw conclusions, see patterns] scientific data using: line graphs Interpret [synthesize, draw conclusions, see patterns] scientific data using: stem and leaf plots Interpret [synthesize, draw conclusions, see patterns] scientific data using: Venn diagrams Page 10 of 10