Curriculum Mapping

Crocker Elementary School

5th Grade Science


Goal Statement

Scientifically literate people construct knowledge by applying the key principles of life science,
physical science, and earth and space science when they raise questions, generate and synthesize
ideas, and evaluate those ideas both individually and collaboratively. As critical thinkers,
learners of science understand how scientific principles are integrated with technology and how
scientific knowledge strengthens over time. They also recognize the influence of science on
personal and social perspectives and behavior. In order to understand and productively
participate in a global society, students use the following processes of inquiry:

to engage in scientifically-oriented questions,
to give priority to evidence,
to formulate explanations from evidence,
to connect to scientific knowledge, and
to communicate and justify explanations.

Acceleration Plan

Elementary Options
K-5 Acceleration Plan
A child study team (classroom teacher, AELP teacher, principal) will be convened when
a teacher, student, principal, or parent recognizes an individual students potential need
for acceleration in science as indicated by advanced prior knowledge of content.

The grade level benchmark tests will be administered. If the student scores an 85% or
above, the child study team will meet to determine the instructional plan (single-subject
acceleration, whole-grade acceleration, STEM AELP involvement, differentiation,
mentorships, etc.) best suited to meet the students needs.

Professional Development Plan

Teachers of science will continue to study best practice in the area of science through the support
of their professional learning community in collaboration with the Curriculum and Instruction
Team, their building instructional coaches, and their science instructional practices team. The
primary focus of professional development for science teachers will be in the area of inquiry.

Materials Adopted

The elementary team members of the Curriculum Review Committee chose to adopt National
Geographic Science for Kindergarten through Grade 5.

Assessment Plan

The curriculum review committee has created a District Summative Exam for each science
course. The assessment will be administered the first week of school and again the last week of
school. This assessment will be used to measure students growth on the Power Standards. This
assessment will also serve as the tool used to determine if a student will be considered for
acceleration. In addition to the pre/post test, District Interim Assessments will be given
throughout the year.

Consensus Maps

Each grade level or course has created a consensus map that documents month by month the
content of the unit, the essential questions for that unit, the alignment of the unit to the Iowa Core
Curriculum, the resources used to teach the content, the common vocabulary for the unit, and the
incorporation of technology into the unit.

Fifth Grade
5.01 Apply the five essential features of scientific inquiry. (ongoing throughout the year)
5.02 Classify living organisms.
5.03 Explain the interrelationship among human body systems and their parts (cells,
tissues, organs, and organ systems).
5.04 Identify substances based on their characteristic properties.
5.05 Explain how forces are related to an objects motion.
5.06 Classify rocks and minerals according to their characteristics.
5.07 Evaluate climate and weather patterns and their effect on living organisms

Strategies for teaching:
5th grade teachers report a variety of methods for teaching the Science Power Standards. They
utilize KWL (know, want to know, learn), hands on lab practice, scientific research, and small
group work. Inquiry is also a large part of the curriculum in Ankeny Community Schools.
Teachers at Crocker work hard to differentiate instruction for all learners by reteaching, visual
and auditory directions and lessons, and pull out programs for both Gifted and Special Needs.
Month: Fall
Power Standards: Classify Living Organisms
National Geographic Resources: Chapter 1
Grade: 5

Essential Questions:
1. How do scientists classify living things?


Content Skills Assessments Vocabulary Resources
A.
Classifying
Living Things




























B. Classifying
Plants



A.1.
Recognize that
the
classification of
living things is
based on
similarities, and
describe its
usefulness in
science.
A.2.
Recognize that
living things are
made of one or
more cells and
that cells vary in
structure and
function.
A.3.
Identify the
major kingdoms
and describe
key
structural and
functional differences.
A.4 Recognize that
scientist use a
classification system
with broad and
narrow categories,
from kingdom to
species.

A-Before you
move on.
Page 15


Inquiry
Rubric
Page T5H
























B.-Before
You Move
On .Page 19
Observe
Classify
Cell
Kingdom
Species
Vascular plant
Invertebrate
Vertebrate


Lead 21 read
aloud book,
Plant
Classification


National
Geographic
launch video



Vocabulary
Games on the
NG web site









C. Classifying
Invertebrates





























D. Classifying
Vertebrates

B.1.

Identify how
plants are
classified.
Vascular/non-
vascular
With or
without seeds
B.2.
Describe key
structural and
functional
characteristics of
plants.

C.1. Identify
sponges, jellies,
and anemones
as invertebrates
in the animal
kingdom.
C.2. Describe
key structural
and functional
characteristics.
C.3. Identify
worms, snails,
octopuses, and
sea stars as
invertebrates in
the animal
kingdom.
C.4. Identify sea
stars, spiders,
and crustaceans
(arthropods) as
invertebrates in
the animal
kingdom.











C. Before
You Move
On
Page 27


































C.5. Identify
insects as
invertebrates in
the animal
kingdom.
C.6. Use a
dichotomous
key for
classification.

D.1. Describe
key structural
and functional
characteristics
of vertebrate
animals.
D.2. Identify
fish as
vertebrates in
the animal
kingdom.
D.3. Identify
amphibians,
reptiles, birds,
and mammals
as vertebrates in
the animal
kingdom.



D-Before
You Move
On
Page 37











E. Inquiry
Rubric
Page T39d

Chapter 1 test






Month: Fall
Power Standards: Classify rocks and minerals according to their characteristics
National Geographic Resource: Chapter 3
Grade:

Essential Questions:
1. How are rocks and minerals identified?


Content Skills Assessments Vocabulary Resources
A. Minerals






B. Properties of
Minerals,
Minerals in
Rocks and Soils







C. Classifying
Rocks










D. The Rock
Cycle
A.1.
Explain
that rocks
and soils
are made
of
minerals.
A.2.
Identify the
main
characterist
ics of
minerals.

B.1.
Identify the
physical
properties
of minerals
Explain
luster,
hardness,
crystal,
streak,
cleavage,
and color
as
properties
of
minerals.

C.1. Explain that
rocks are
classified
A.-Before You
Move On Page
99





B. Before You
Move On Page
103 and 105








C. Before You
Move On Page
113









D. Before You
Move On Page
115


Observe
Compare
Atom
Crystal
Igneous
Sedimentary
Metamorphic
Rock cycle
Model
infer

according to their
formation.
C.2. Identify and
describe igneous,
sedimentary, and
metamorphic
rock.
C.3. Explain that
fossils are
usually found in
sedimentary
rock.

D.1. Explain the
process involved
in the rock cycle.
E. Chapter 3
Test



Month: Fall
Power Standards: Evaluate climate and weather patterns and their effect on living organisms.
National Geographic Resource: Chapter 5
Grade: 5



Essential Questions:
1. How are weather and the water cycle connected?



Content Skills Assessments Vocabulary Resources
A. The Air
Around Us





A.1.
Recognize
that the
atmospher
e is a layer
of gases,
water, and
A..-Before You
Move
Page 187




Observe
Predict
Weather
Humidity
Water cycle
Evaporation
Front







B. Weather





C. The Water
Cycle














D. Observing
Weather
Patterns








E. Climate
tiny
particles
that wraps
around
Earth.
A.2
Identify
the water
cycle and
its
importance
to earth.

B.1. Identify the
effect
temperature, air
pressure, and
humidity have
on weather
patterns.

C.1. Identify the
water cycle and
its importance to
Earth.

C.2. Explain
evaporation,
condensation,
and precipitation
and their roles in
the water cycle.

C.3. Explain
how water
returns to Earth
and becomes
surface water,
runoff, or
groundwater.






B.- Before You
Move
Page 191




C. Before You
Move
Page 199













D. Before You
Move On Page
205








E. Before You
Move On page
Climate
Measure


D.1. Identify
weather factors
(fronts, air
masses, and
weather patterns)
and their effects
on the weather.

D.2. Identify the
tools scientists
use to collect
weather data.

E.1. Identify the
elements that
affect a regions
weather and
climate patterns.

E.2. Explain how
latitude,
elevation, and
nearness to
bodies of water
affect a region's
climate and
weather patterns.
211













F. Chapter 5 test







Month: Fall
Power Standards: Explain the interrelationship among human body systems and their parts
(cells, tissues, organs, and organ systems).
National Geographic Resources: Chapter 5
Grade: 5

Essential Questions:
1. How do body systems work together?


Content Skills Assessments Vocabulary Resources
A. Organ
Systems:
skeletal and
muscular
systems,
circulatory and
respiratory
systems,
digestive and
excretory
systems,
nervous
systems,
reproductive
system






















A.1.
Identify
the
purpose of
organ
systems in
humans.
A.2.Explai
n the
function of
the
skeletal
and
muscular
systems.


A.3.
Explain
how the
skeletal
system
and
muscular
system
work
together to
perform
movement
.
A.4.
Explain
the
function of
the
A..-Before You
Move On page
187




Before You Move
On
Page 191



Before You Move
On
Page 197


Before You Move
ON
Page 201




Before You Move
On
Page 205






Before You Move
On
Page 209
Count
Conclude
Organ system
Circulatory
system
Respiratory
system
Digestive
system
Excretory
system
Nervous system
Reproductive
system


































circulatory
and
respiratory
systems.

A.5.
Explain
how the
circulatory
and
respiratory
systems
work
together to
deliver
oxygen
and
remove
carbon
dioxide.

A.6.Explai
n the
function of
the
digestive
and
excretory
systems.

A.7
Explain
and the
excretory
and
digestive
systems
work
together to
remove




Learning Master
Page 64




Chapter 5 Test












waste.

A.8.
Explain
the
function of
the
nervous
system.

A.9
Explain
how the
nervous
system
works
with other
body
systems.




Month: Spring
Power Standards: Physical Science Explains how forces are related to an objects motion.
National Geographic Resources: Chapter 3 and 4

Grade: 5

Essential Questions:
1. How do you describe force and the law of motion and what are simple machines?


Content Skills Assessments Vocabulary Resources
A. Forces and
Motion



A.1.
Identifies
familiar
forces that
cause
A.1.-

measure
conclude
force
motion
gravity

















B. Friction and
Air Resistance
Gravity















C. Newtons
Laws of Motion







objects to
move.
.
A.2.Explai
ns that a
force is a
push or a
pull

A.3.
Describe
the motion
of an
object in
terms of
position
and
directions.

A.4.
Describes
the motion
of an
object in
terms of
distance,
time, and
direction.
.

B.1 Recognizes
that friction is a
force that can
cause objects to
slow down or
stop.

B.2 Recognize
that air resistance
is a force that
predict
measure
compare
data
lever
inclined plane
screw
wedge
wheel and axle
pulley
























D. Simple
Machines


can cause objects
to slow down or
stop.

B.3. Recognize
that gravity is a
non-contact
force that causes
objects to be
pulled toward
Earth.



C.1 Defines
balanced and
unbalanced
forces.

C.2 Recognizes
that an object
will stay at rest
or continue at a
constant velocity
unless acted on
by an unbalanced
force.

C.3 Recognize
that when force
is applied to an
object and it
does not move, it
is the result of
balanced forces
being applied to
the object.

C.4 Recognizes
that for every
force applied to
an object, there
is an equal, but
opposite, force
applied by the
object.

C.5 Understands
the relationship
between force,
mass, and
acceleration.

C.6 Recognize
that for every
force applied to
an object, there
is an equal, but
opposite, force
applied by the
object.

D.1.
Explain
how
simple
machines
change the
amount of
force or
the
direction
of force
needed to
do work.
D.2.
Identify
and
describe a
lever as a
simple
machine.
D.3.
Identify
and
describe an
inclined
plane as a
simple
machine.
D.4.
Identify
and
describe a
screw as a
simple
machine.
D.5.
Identify
and
describe a
wedge as a
simple
machine.
D.6.
Identify
and
describe a
wheel and
axle as a
simple
machine.
D.7.
Describe
how
friction
affects the
amount of
force
needed to
do work.
D.8.
Identify
and
describe a
pulley as a
simple
machine.






Month: Spring
Power Standards: Physical Science Categorizes substances based on their characteristic
properties.
National Geographic Resources: Chapter 1 and 2
Grade: 5

Essential Questions:
1. How can you describe matter, mixtures, and solutions and how can matter change?



Content Skills Assessments Vocabulary Resources
A. Properties
of Matter












A.1. Classifies matter
as a solid, a liquid, or a
gas as it exists at room
temperature, using
physical properties.

A.2 Recognizes that
particles are always in
motion, with the
smallest motion in
solids and the largest
motion in gases.

A..-Before
You Move
On page 13





A.Before
You Move
On

Page 13
Observe
Classify
Mass
Volume
Atom
Mixture
Solution
Observe
Compare
Measure
Data
Physical change
Evaporation











B. Mass and
Volume








C. Mixtures













D. Solutions








A.3 Recognizes that a
substance has
characteristic properties
such as density, boiling
point, freezing point,
solubility, all of which
are independent of the
mass or volume of the
sample.

B.1 Recognize that
mass is a measure of
the amount of matter in
an object.





C.1 Describes the
properties of mixtures
and solutions, including
concentration and
saturation.

C.2 Understands that
mixtures are physical
combinations of
materials and can be
separated by physical
means.


D.1 Describes the
properties of
mixtures and
solutions,
including
concentration and
saturation.













B. Before
You Move
On
Page 17







C. Before
You Move
On
Page 29












D. Before
You Move
Condensation
Chemical
change
Hypothesis
Variable









E. Physical
Changes

D.2 Recognize
that the rate of
solution can be
affected by the
size of the
particles, stirring,
temperature, and
the amount of
solute already
dissolved.


E.1 Understands that
an object undergoing a
physical change such
as tearing, crushing,
freezing, melting,
boiling, evaporation,
condensation, keeps its
chemical composition.
On
Page 33












D. Chapter 1
Test



















Materials Status:

A search of our Destiny catalog revealed the following resources:
*Print encyclopedias (2007, 2010, 2012), Britannica Online, NetTrekker Online Databases,
Learn360 video collection are assumed for each subtopic.*

Power Standard: 5.02
Classify Living Organisms # of Quality Print Resources
(appropriate year and interest
level)
# of Electronic
Resources/Databases
Classification 1 book

1 video
1 MackinVia Ebook


Classify Plants

3 books


6 Videos


Classify Vertebrates 23 books
World Books Animals of the
World Encyclopedia
6 videos
Classify invertebrates 14 books
Animal and Insect
Encyclopedias

4 videos

Totals 41 books 18




Power Standard: 5.03
Explain the interrelationship
among human body systems
and their parts
# of Quality Print Resources
(appropriate year and
interest level)
# of Electronic
Resources/Databases
Skeletal system 5 books

2 videos

Muscular system 2 books 2 videos
Circulatory system 4 books 2 videos
1 Trueflix Book
Respiratory system 3 books 1 video
1 Trueflix Book
1 MackinVIA book
Digestive/Excretory system 1 book 3 videos
1 Trueflix Book
1 MackinVia Ebook
Nervous system 1 book 2 videos
1 Trueflix Book
Totals 16 books 18



Power Standard 5.04
Identify substances based on
their characteristic properties.
# of Quality Print Resources
(appropriate year and interest
level)
# of Electronic
Resources/Databases
Properties of Matter 3 books 1 DVD
1 Trueflix Book
Mass and Volume 0 books 0 videos
Mixtures 1 book 1 video
Total 4 books 3



Power Standard 5.05
Explain how forces are
related to an objects motion.

# of Quality Print Resources
(appropriate year and interest
level)
# of Electronic
Resources/Databases
Forces and Motion 1 book 0 videos
1 Trueflix Book
1 MackinVIA book
Friction and Air Resistance 0 books 2 videos
Newtons Laws of Motion 0 books 1 video
Simple Machines 3 books
1 Magazine Article
2 videos
3 MackinVIA books
Total 4 books 9


Power Standard 5.06
Classify rocks and minerals
according to their
# of Quality Print Resources
(appropriate year and interest
# of Electronic
Resources/Databases
characteristics. level)
Minerals 5 books 1 video
1 Trueflix Book
1 MackinVIA book
Rocks & Rock Cycle 8 books 0 videos
1 Trueflix Book
4 MackinVIA Books
Total 13 books 7



Power Standard 5.07
Evaluate climate and weather
patterns and their effect on living
organisms.
# of Quality Print
Resources
(appropriate year and
interest level)
# of Electronic
Resources/Databases
Air 2 books 0 videos
1 MackinVIA book
Weather, Weather Patterns,
Climate
6 books 1 video
2 TrueFlix Books
Water Cycle 1 book 2 videos
1 TrueFlix Book
9 books 8



In reviewing the power standards for 5th grade science, I found that we currently have a
large variety of print and electronic resources for the K-3 level, but are lacking in the 3-5 and 5-8
interest area. We have a lot of ground to make up in the print collection in this area.
Students do utilize Britannica, NetTrekker, and Google frequently in the 5th grade as
source for information. Fifth grade students are one-to-one with Google chromebooks, so
access to the internet and online databases is easy and reliable. Classrooms have the National
Geographic Text and a variety of resources that are unique to the individual teacher. Teachers
also have the ability to request print materials from our local educational agency (Heartland Area
Educational Agency), HAEA. These materials are requested online and delivered to the school,
making it an easy resource to utilize. These materials do not come through the library but are
delivered directly to the requesting teacher. Along with the materials listed above, HAEA also
provides students with access to MackinVIA, an ebook provider, and TrueFlix, database that
pairs a video with a non-fiction text. Both of these sites are accessible at school and at home.
After searching these areas for resources and finding a wide variety, I do not believe our students
are adequately trained to use these as a source for research. This will need to be added into our
curriculum for teaching the databases available to students.
Because we have three to four times the amount of books on these subjects for K-3, I am
concerned that without focusing on this needs area soon, students will not look to the print
collection for resources, considering it outdated or too easy for them. Currently Crocker has four
sections of 5th grade making this collection inadequate for the number of students.

Resources to fill the gaps:

Year 1 - Focus on the gaps in 5.04, 5.05, and 5.07

5.04 - Identify substance based on their characteristic properties
Title Author ISBN Publisher/Date Price Supplier
Properties of
Matter
Aaron Carr 978-1-61690-
730-3
AV2/2012 19.04 Follett
Properties of
Matter
(ebook)
simultaneous
access
Rebecca
Hirsch
978-1-61080-
206-2
Cherry Lake
Pub/2012
28.50 Follett ebook
A material
world: What is
matter?

David
Stephens
978-1-47776-
325-4
Powerkids
Press/2014
18.95 Follett
The solid truth
about states of
matter with
Max Axiom,
super scientist

Biskup,
Agnieszka
978-1-42962-
339-1
Capstone
Press/2009
22.54 Follett
Mass and
Weight
(ebook)
simultaneous
access
Somervill,
Barbara
978-1-43297-
304-9


Heinemann
Library/2011
36.73 Follett
Distance,
Area, and
Somervill,
Barbara
978-1-43297-
302-5
Heinemann
Library/2011
36.73 Follett
Volume
(ebook)
simultaneous
access
Mix it Up!
solution or
mixture ?
Maurer, Tracy 978-1-61810-
094-8
Rourke
Educational
Media/2013
12.71 Follett



5.05 Force and Motion
Title Author ISBN Publisher/Year Price Supplier
Experiments
with Motion
Gray, Susan 978-0-329-
87134-5
Childrens Press/
2012
11.91 Follett
Isaac Newton
and Gravity
(ebook)
simultaneous
access
Lin, Yoming 978-1-44885-
449-3
Powerkids Press/
2012
33.90 Follett
Motion and
Forces
Hirsch,
Rebecca
978-0-329-
91323-6
Cherry Lake Pub/
2012
14.31 Follett
Drag!: friction
and resistance
Paris,
Stephanie
978-1-43337-
439-5
Teacher Created
Materials/ 2013
23.96 Follett
Friction Mullins, Matt 978-0-329-
87128-4
Childrens Press/
2012
11.91 Follett
In Force:
gravity,
friction, work
(DVD)
Squibs Series 857442001030
(UPC)
Ignite Learning/
2005
29.95 Follett
Laws of
Motion and
Isaac Newton
(ebook)
simultaneous
access
Bortz, Fred 978-1-47771-
815-5
Rosen Publishing/
2014
49.88 Follett
Science of
Disneys
Imagineering:
Newtons 3
laws of motion
Disney 786936798708
(upc)
Disney Educational
Productions/ 2009
19.99 Follett
(DVD)
What are
Newtons Laws
of Motion?
OLeary,
Denyse
978-0-329-
80091-8
Crabtree Pub/ 2011 15.10 Follett
AV2 Simple
Machines Set
(6 books)
Various AV2/ 2014 114.24 Follett
Mechanical
Engineering
and Simple
Machines
Snedden,
Robert
978-0-7787-
7498-3
Crabtree/ 2013 20.75 Follett


5.07 Climate and Weather
Floods, fronts,
and the water
cycle (DVD)
Earth in the
Universe series
033937237683
(UPC)
New
Dimensions
Media/ 2005
49.00 Follett
Earths Water
Cycle
Morgan, Sally 978-1-59920-
523-6
Smart Apple
Media/ 2012
20.00 Follett
Water Cycle Purslow,
Frances
978-1-61690-
003-8
AV2/ 2011 19.04 Follett
Gases,
pressure, and
wind: the
science of
atmosphere
Fleisher, Paul 978-0-8225-
7537-5
Lerner
Publications/
2011
22.00 Follett
What do you
know about
Earths
Atmosphere?
Gosman,
Gillian
978-1-44889-
699-8
Powerkids
Press/ 2014
16.95 Follett
What do you
know about
weather and
climate?
Gosman,
Gillian
978-0-329-
99298-9
Powerkids
Press/ 2014
14.71 Follett
Adapting to
Droughts
(ebook)
simultaneous
access
Gerber, Larry
9781448868537
Rosen Ebooks/
2012
44.15 Mackin
Adapting to Meyer, Susan
9781448868544
Rosen Ebooks/ 44.15 Mackin
Floods and
Rising Sea
Levels
(ebook)
simultaneous
access
2012
Adapting to
Intense Storms
(ebook)
simultaneous
access
Furgang,
Adam
9781448868551
Rosen Ebooks/
2012
44.15 Mackin
Britannica
Illustrated
Science
Library:
weather and
climate

9781615354603
Britannica 28.45 Mackin


Resource List
In identifying resources, I have found several ebooks that will allow for simultaneous
access for a relatively low price. Because an infinite number of students can check out this
resource, it will greatly increase our collection. Teachers will be able to use the book as a whole
class tool, a small group tool, or as an individual inquiry resource. Ebooks allow students with
reading disabilities to access information on their topic by listening to the information by
utilizing the read aloud tool. We do not have any ebooks in our system currently, so it will
require the teacher-librarian to introduce the ebook and teach the students how to check it out
and utilize it on their device. In year two, I will move on to addressing the needs of the other
three standards that are weak. Because our current science curriculum is spiraled, many of these
sources will benefit high second grade students, as well as third and fourth grade science as well.

Curriculum Maps obtained from www.ankenyschools.org intranet login on March 10, 2014.