Grade 5 Science

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

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207- 363-3403

Grade Five Science
Scope and Sequence

Students will be actively involved in learning experiences focused on:
  • Utilization of the Scientific Method- steps/process.
  • Weather- causes of weather/components and environmental impact made by extreme conditions and weather instruments.
  • Classification of Animals- classify groupings as scientists do invertebrates/vertebrates: characteristics/functions.
  • Ecosystems, Vernal pools
  • Compare and contrast systems with those of other species.

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: SCIENCE 
GRADE: 5

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. UNIFYING THEMES - Students apply the principles of systems, models, constancy and change, and scale in science and technology.
A.1. SYSTEMS Students explain interactions between parts that make up a whole man-made and natural things.
a. Give examples that show how individual parts of organisms, ecosystems, or man-made structures can influence one another.
Investigate different ecosystems and the interdependence of species within that habitat

Investigate various human body systems and how the individual parts work together

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b. Explain ways that things including organisms, ecosystems or man-made structures may not work as well, (or at all), if a part if missing, broken, worn out, mismatched or misconnected
Describe the effects of a species being removed from certain habitat

Identify the effects of a habitat being changed on the species that depend on it

Explain human body systems' functions and the consequences of worn out or failing organs
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A.2. Models Students use models to represent objects, processes, and events from the physical setting, the living environment and the technological world.
a. Represent the features of a real object, event, or process using models including geometric figures, number sequences, graphs, diagrams, sketches, maps, or three- dimensional figures, and note ways in which those representations do (and do not) match features of the originals
Construct replica of various weather instruments and analyze data gathered from the instruments compared to more complex weather instruments

Conduct experiments or investigations and organize data collected using various models or formats

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a. Recognize patterns of change - including steady, repetitive, irregular or apparently unpredictable change.
Track and discuss trends in climate and predictability of weather patterns

Analyze changes and patterns in species populations within a habitat
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A.4. Scale Students use mathematics to describe scale for man-made and natural things.
B. THE SKILLS AND TRAITS OF SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN - Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations; and they use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.
B.1. Skills and Traits of Scientific InquiryStudents plan, conduct, analyze data from and communicate results of investigations, including fair tests.

 
a. Pose investigable questions and seek answers from reliable sources of scientific information and their own investigations.
Conduct scientific investigations from student generated  questions and use appropriate tools and techniques to gather, analyze and interpret data.


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b. Plan and safely conduct an investigation including simple experiments that involve a fair test.
Conduct scientific investigations throughout the year.
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c. Use simple equipment, tools, and appropriate metric units of measurement to gather data and extend the senses.
Compare and learn about the metric system of measurement

Use various equipment and tools in different units of study such as microscopes, gps units, balances, tape measures, cameras, etc.
 

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d. Use data to construct and support a reasonable explanation
Use data to support conclusions in various student and teacher generated experiments
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e. Communicate scientific procedures and explanations.
Communicate results, procedures and observations using graphs, charts and tables
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B.2. Skills and Traits of Technological Design Students use a design process, simple tools, and a variety of materials to solve a problem or create a product, recognizing the constraints that need to be considered.

C. The Scientific and Technological Enterprise - Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
C.1. Understandings of Inquiry Students describe how scientific investigations result in explanations that are communicated to other scientists.
a. Describe how scientists develop explanations based on observations, evidence and knowledge of the natural world.
b. Describe how scientists make their explanations public.
Review current articles and publications about science
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C.2. Understandings About Science and Technology Students describe why people use science and technology, and how scientists and engineers work.
a. Describe how scientists seek to answer questions and explain the natural world, while engineers seek solutions to problems through the design and production of products.
Compare different approaches  and roles that scientists and engineers take in the field of science
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C.3. Science, Technology, and Society
Students identify and describe the influences of science and technology on people and the environment.
a. Explain how scientific and technological information can help people make safe and healthy decisions.
Discuss the benefits that humans have gained from  technological and scientific advances
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b. Give examples of changes in the environment caused by natural or human-made influences.
Discuss extreme weather conditions and their impact on environmental systems

Discuss human and other influences on an ecosystem/habitat/populations/species

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c. Explain that natural resources are limited, and that reusing, recycling, and reducing materials and using renewable resources is important
Study renewable and nonrewable resources

Discuss and investigate types of recycling and reducing waste
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C.4. History and Nature of Science
No performance indicator.
Although no performance indicators are stated, students are expected to have instructional experiences that describe how science helps people understand the natural world.
D. The Physical Setting - Students understand the universal nature of matter, energy, force and motion, and identify how these relationships are exhibited in Earth Systems, in the solar system and throughout the universe.
D.1. Universe and Solar System Students describe the positions and apparent motions of different objects in and beyond our solar system, and how these objects can be viewed from Earth.
a. Show locations of the sun, earth, moon, and planets and their orbits.
b. Observe and report on observations that the sun appears to move across the sky in the same way every day, but its path changes slowly over the seasons.
c. Recognize that the sun is a star and similar to other stars in the universe.
D.2. Earth Students describe the properties of Earth's surface materials, the processes that change them, and cycles that affect the Earth.
b. Describe the various forms water takes in the air and how that relates to weather.
 Review the water cylce during weather unit
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c.Explain how wind, waves, water, and ice reshape the surface of Earth.
Demonstrate the effects of extreme weather on the surface of the Earth
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e. Recognize that the sun is the source of Earth's heat and light energy.
f. Explain how the substance called air surrounds things, takes up space, and its movement can be felt as wind.
Investigate the properties of air and how those properties can change and influence our weather
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D.3. Matter and Energy Students describe properties of objects and materials before and after they undergo a change or interaction.
a. Describe how the weight of an object compares to the sum of the weight of its parts.
b. Illustrate how many different substances can be made from a small number of basic ingredients.
c. Describe properties of original materials, and the new material(s) formed, to demonstrate that a change has occured.
d. Describe what happens to the temperature of objects when a warmer object is near a cooler object.
c. Describe how the heating and cooling of water and other materials can change the properties of the materials.
f. Explain that the properties of a material may change but the total amount of material remains the same.
g. Explain that materials can be composed of parts too small to be seen without magnification.
D.4. Force and Motion Students summarize how various forces affect the motion of objects.
a. Predict the effect of a given force on the motion of an object.
b. Describe how fast things move by how long it takes them to go a certain distance
c. Describe the path of an object.
d. Give examples of how gravity, magnets, and electrically charged materials push and pull objects.
E. The Living Environment - Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections to these interdependent webs.
E.1. Biodiversity Students compare living things based on their behaviors, external features, and environmental needs.
a. Describe how living things can be sorted in many ways, depending on which features or behaviors are used to sort them, and apply this understanding to sort living things.
List and describe the major characteristics that all living things share.

Explain the different ways that biologists classify animals into groups.

Examine the main characteristics that distinguish a vertebrate from an invertebrate.


Create a system of classification using various objects and people.
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b. Describe the changes in external features and behaviors of an organism during its life cycles.
Investigate and report on at least one animal life cycle
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E.2. Ecosystems Students describe ways organisms depend upon, interact within, and change the living and nonliving environment as well as ways the environment affects organisms.
a. Explain how changes in an organism's habitat can influence its survival.
Compare the same species in different environments and discuss how their adaptations and survival rates differ
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b. Describe that organisms all over the Earth are living, dying, decaying, and new organisms are being produced by the old ones.
Investigate animal populations and life cycles

Classify animals as predators, prey, scavengers, decomposers
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c. Describe some of the ways in which organisms depend on one another, including animals carrying pollen and dispersing seeds.
Learn about the relations of organisms within a single habitat and within various habitats
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d. Explain how the food of most animals can be traced back to plants and how the animal uses food for energy and repair.
Classify animals in a certain habitat as producers and consumers and look at the transfer of energy between them
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e. Explain how organisms can affect the environment in different ways.
List ways in which different organisms effect their environment
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E.3. Cells Students describe how living things are made up of one or more cells and the ways cells help organisms meet their basic needs.
a. Give examples of organisms that consist of a single cell and organisms that are made of a collection of cells.
Conduct investigations to identify single cell and multiple cell organisms and their differences
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b. Compare how needs of living things are met in single-celled and multi-celled organisms.
Look at life systems of single and multi-celled organisms and compare and contrast how life needs are met
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E.4. Heredity & Reproduction Students describe characteristics of organisms, and the reasons why organisms differ from or are similar to their parents.
a. Name some likenesses between children and parents that are inherited, and some that are not.
b. Explain that in order for offspring to look like their parents, information related to inherited likenesses must be handed from one parent's offspring in a reliable manner.
E.5. Evolution Students describe fossil evidence and present explanations that help us understand why there are differences among and between present and past organisms.
a. Explain advantages and disadvantages gained when some individuals of the same kind are different in their characteristics and behavior.
Begin to look at how species have adapted to changes in their environment over time, look at natural selection
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b.Compare fossils to one another and to living organisms according to their similarities and differences.

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Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.