Science Curriculum Matrix Fifth Grade The Science Vertical Team has revised the Fifth Grade Science Curriculum Matrix for 2009-2010. In addition to the necessary correlation to the Virginia Science Standards of Learning, the Fifth Grade science content is organized by both concepts and topics. We encourage you to utilize this document while planning for instruction. A more dynamic version of this matrix is available on our wiki site at http://acpsscience.pbworks.com/. We anticipate making additional updates to this document as the school year progresses. Please contact Tony Borash with your comments and suggestions at tborash@k12albemarle.org. In addition to this document, we recommend that you review the Fifth Grade Science Curriculum Framework for additional clarification regarding the Grade 5 Science SOL and the Fifth Grade Science Enhanced Scope and Sequence for unit and lesson planning resources. Thanks, The Science Vertical Team
Scientific Investigation, Reasoning, and Logic CONCEPTS: COMUNICATION ENDURING UNDERSTANDING: Information can be collected, organized, communicated, and verified in a deliberate manner. A classification key is an important tool used to help identify objects and organisms. Systematic investigations require organized reporting of data. A scientific prediction is based on the application of factual information, principles and recognition of trends and patterns. Manipulated and responding variables are identified in an experiment. Define/make observations and inferences. Distinguish between observations and inferences. Measure, record, identify, collect, and organize observations. Distinguish between qualitative and quantitative observations. Identify rocks, minerals, and organisms using a classification key. Collect, record, and report data, using charts and tables, and translate numerical data into bar or line graphs. Make predictions based on trends in data. This requires the recognition of patterns and trends and determination of what those trends may represent. Analyze the variables in a simple experiment and identify the manipulated (independent) and responding (dependent) variables. Take an experiment and change the manipulated variable to see how it affects the responding variable. For example, in an experiment which measures the distance traveled by a marble released on a ramp (ramp height changes) keep the ramp height the same but change the release point then measure the distance traveled. analyze conclusion continuous data data dependent diagram discrete data evidence extrapolate forecast hypothesis independent inference investigation manipulated model observation prediction qualitative quantitative responding trend variable SOL: 5.1 The student will plan and conduct investigations in which: (a) Rocks, minerals, and organisms are identified using a classification key; (e) Data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams); (f) Predictions are made using patterns, and simple graphical data are extrapolated; (g) Manipulated and responding variables are identified; and (h) An understanding of the nature of science is developed and reinforced.
Physical Science: Force, Motion, and Energy: Energy CONCEPTS: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Sound is a form of wave energy produced by vibrating matter. An outward moving compression wave causes the medium it is traveling through to vibrate and produce sound. All wave energy share common characteristics which describe their frequency (wave length) which determines the pitch of a sound. The density of a material determines the speed at which a sound wave may travel through it. Sound is used as a means of communication (voice) and has many practical uses such as music and sonar. Use the basic terminology of sound to describe what sound is, how it is formed, how it affects matter, and how it travels. Explain why sound waves travel only where there is matter to transmit them. Explain the relationship between frequency and pitch of sound. Explain the relationship between force and loudness of sound. Create a diagram of a compression wave. Compare and contrast sound traveling through a solid with sound traveling through the air, and sound traveling through a liquid. Compare and contrast how different kinds of musical instruments, including string instruments, woodwinds, percussion instruments, and brass instruments, make sound. Compare and contrast the sounds of other animals (bats, dogs, and whales) to those that humans make and hear. Design an investigation to determine how different media affect the transmission of sound. Design an investigation to determine what factors affect the pitch of a vibrating object, including vibrating strings, rubber bands, beakers/bottles of air and water, tubes (as in wind chimes), and other common materials. Create a musical instrument which can produce varying pitches. compression disturbance force frequency media medium molecule pitch sonar sound transmit vibration wave wave height wave length SOL: 5.2 The student will investigate and understand how sound is transmitted and is used as a means of communication. (a) Frequency, waves, wavelength, vibration; (b) The ability of different media (solids, liquids, and gases) to transmit sound; (c) Uses and applications (voice, sonar, animal sounds, and musical instruments).
Physical Science: Force, Motion, and Energy: Energy CONCEPTS: SCALE: Properties ESSENTIAL UNDERSTANDING: Properties characterize objects, organisms, and substances. Light is a form of wave energy. Light travels in a wave and in a straight line away from its source in all directions. Unlike sound, light does not need a medium through which to travel. White light is a combination of all the colors of light (ROYGBIV). A prism will separate white light into its different colors which are ordered according to their wavelength. Light rays behave differently depending upon the material they encounter. Draw and label a diagram of the electromagnetic spectrum, including the visible spectrum and the colors in proper order. Explain the relationships between wavelength and the color of light, Name the colors of the visible spectrum. Diagram and label a representation of a light wave, including wavelength, wave height, crest, and trough. Explain the terms transparent, translucent, and opaque, and give an example of each. Using light vocabulary, define and explain an object s shadow. Explain, using light vocabulary, why we see certain colors, black and white. Compare and contrast reflection and refraction, using water, prisms, and mirrors Record your findings using a double bubble. Analyze and describe the effects of a prism on white light, and explain why a rainbow occurs. Compare and contrast light and sound waves. Record your findings in a Venn diagram. Determine the placement of an object given its angle of reflection. Design a way to look around an object using mirrors. SOL: 5.3 The student will investigate and understand basic characteristics of visible light and how it behaves. (c) The visible spectrum and light waves; (d) Refraction of light through water and prisms; (e) Reflection of light from reflective surfaces (mirrors); (f) Opaque, transparent, and translucent; absorption crest/peak energy frequency light opaque prism ray reflection refraction translucent transmit transparent trough visible spectrum wavelength
Physical Science: Force, Motion, and Energy: Energy CONCEPTS: COMMUNICATION ESSENTIAL UNDERSTANDING: Information can be collected, organized, communicated, and verified in a deliberate manner. Students understand that: Our understanding of what light is and how it functions has evolved over time as new discoveries have been made. Draw and label a diagram illustrating each theory of light (Particle, Wave, and Quantum) and the scientist who proposed them. Compare and contrast light theories presented by Isaac Newton, James Clerk Maxwell and Max Plank pictorally or kinestetically Create a scientist/theory timeline demonstrating how light theory has evolved. SOL: 5.3 The student will investigate and understand basic characteristics of visible light and how it behaves. (d) Historical contributions in understanding light.
Physical Science: Matter: Structure CONCEPTS: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Matter is made up of particles (atoms and molecules) too small to be seen by the naked eye. There are over 100 different kinds of elements which make up all matter. Elements can be combined chemically at the atomic level to form molecues of compounds which have different characteristics than the elements of which they are composed. Molecules or atoms which have not chemically combined are called mixtures and they maintain their individual characterisitics. Mixtures in which one substance dissolves in another substance is known as a solution. List the parts of an atom and their charges. Describe and label the structure of an atom. Identify the states of matter-text, picture, model. Know the identifying characteristics of a molecule, compound, mixture and a solution. Identify the parts of a solution (solute and solvent). Construct and interpret models of atoms, elements, molecules, and compounds. Construct and interpret a sequence of models (diagrams) showing the activity of molecules in all three states of matter. Compare and contrast atoms and molecules, elements and compounds. Compare and contrast mixtures and solutions. Determine the type and number of atoms in a given chemical formula. Create a solution which is concentrated or dilute given a solute and solvent. Design an investigation to determine whether air takes up space. atom characteristic compound dissolve element mass matter mixture molecule ratio solution substance volume SOL: 5.4 The student will investigate and understand that matter is anything that has mass; takes up space; and occurs as a solid, liquid, or gas. (a) Atoms, elements, molecules, and compounds; (b) Mixtures including solutions;
Physical Science: Matter: Structure CONCEPTS: CHANGE AND CONSTANCY: Cause and Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. An increase or decrease in temperature can affect matter causing it to change its state. Identify the states of matter-text, picture, model. Construct and interpret a sequence of models (diagrams) showing the activity of molecules in all three states of matter. Design an investigation to determine how heat affects the states of matter (e.g., water), including in the design the ways information will be recorded, the measurements that will be made, the instruments that will be used, and the ways the data will be graphed. matter molecule volume SOL: 5.4 The student will investigate and understand that matter is anything that has mass; takes up space; and occurs as a solid, liquid, or gas. (c) Effect of heat on the states of matter.
Life Science: Living Systems: Cell: Cell Structure CONCEPTS: SYSTEMS: Organization ENDURING UNDERSTANDING: Systems at various levels of organization can manifest different properties and functions. All living things are made up of microscopic cells which perform basic life functions that help an organism survive. Plant and animal cells have similar functions but have different sturctures and parts which are specific to the needs of each organism. List life functions common to all living things (growth, reacting to environment, reproduction, obtaining nutrients/energy, using nutrients/energy, getting rid of wastes). Describe the structure of organization of multi-cellular organisms (cells, tissues, organs, systems). Identify the two different types of cells (plant and animal). Make a list of all cell parts and their functions. Construct or illustrate a cell model and identify the parts of a cell. Compare and contrast plant and animal cell organelles. Relate each part of the cell to a part of the school building. For example, the building itself is the cell wall and the principal is the nucleus. Relate the organelles of a cell to human body organs. Create an analogy between life processes and functions of cell parts. Brainstorm with a partner, what an organism might look and act like if it was composed of both plant and animal cells. Write a play in which each group is a plant or animal cell and each student in a group is one of the cell s structures acting out its specific life process. cell cell membrane cell wall chloroplast cytoplasm function irregular life processes living non-living nucleus organ organism rectangular spherical tissue vacuole SOL: 5.5 The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. (a) Basic cell structures and functions.
Life Science: Living Systems: Organism CONCEPTS: SYSTEMS: Organization ESSENTIAL UNDERSTANDING: Systems at various levels of organization can manifest different properties and functions. Organisms can be classified by shared characteristics to better understand the relationships between them. Name and describe two examples from each kingdom. Make a facts chart of the distinguishing characteristics of each kingdom. Explain the difference between a vertebrate and an invertebrate. Sort picture examples of vertebrates and invertebrates. Distinguish the difference between a vascular and nonvascular plant. Sort picture examples of vascular and nonvascular plants. Compare and contrast the distinguishing characteristics of each kingdom. Use a dichotomous key to identify an organism. Create a dichotomous key to classify everyday items for example, classifying different types of cereal or vegetables. Research and create a presentation on an organism in the Kingdom Animalia based on the life processes. Create new animal species. They should draw a picture of their animal, describe its physical and behavioral characteristics, describe its habitat, and make up a name for it. Hypothesize what would happen to the world s variety of life forms if a specific type of plant really did disappear off the face of the Earth. Design an investigation, which will demonstrate transportation of water within a vascular plant. animal backbone classification dichotomous key fungi invertebrate kingdom monera nonvascular physical characteristics plant protist tissue transport vascular vertebrate SOL: 5.5 The student will investigate and understand that organisms are made of cells and have distinguishing characteristics. (b) Kingdoms of living things; (c) Vascular and nonvascular plants; (d) Vertebrates and invertebrates.
Earth Science: Earth Patterns, Cycles and Change: Oceanography CONCEPTS: SCALE: Properties ESSENTIAL UNDERSTANDING: Properties characterize objects, organisms, and substances. Oceans cover most of the Earth s surface. The ocean floor and surface land masses have similar geological characteristics. Explain key terminology related to the ocean environment. Describe the variation in depths associated with ocean features, including the continental shelf, slope, and rise; the abyssal plain; and ocean trenches. Create and interpret a model of the ocean floor. Label and describe each of the major features. Interpret graphical data related to physical characteristics of the ocean. Design an investigation where the ocean floor is mapped using sonar. abyssal plain continental shelf continental slope continental rise depth ocean basin pressure sonar trench SOL: 5.6 The student will investigate and understand characteristics of the ocean environment. (a) Geological characteristics (continental shelf, slope, rise).
Earth Science: Earth Patterns, Cycles, and Change: Oceanography CONCEPTS: SYSTEMS: Interactions ESSENTIAL UNDERSTANDING: Parts of a system interact to form a functional whole. Ocean water is a mixture of water, dissoved gasses and solids upon which marine organisms depend for survival. Ocean water is an ecosytem dependent upon wind, salinity, and temperature to mix water (waves and currents) which carries nutrients to sustain animal and plant populations. Ocean water nutrients are mixed and moved by wind, salinity, and temperature changes in the water. The moon s and sun s gravitational forces move mass amounts of ocean water (tides) up and down. As the depth of ocean water increases, the temperature decreases, the pressure increases, and the amount of light decreases. Describe the ocean environment using key vocabulary from the unit. Explain the formation of ocean currents and describe and locate the Gulf Stream. Interpret graphical data related to physical characteristics of the ocean. Interpret graphical data related to the biological characteristics of the ocean, such as the number of organisms vs. the depth of the water. Create and interpret a model of a basic marine food web, including floating organisms (plankton), swimming organisms, and organisms living on the ocean bottom. Analyze how the physical characteristics (depth, salinity, and temperature) of the ocean affect where marine organism can live. Design an investigation (including models and simulations) related to physical characteristics of the ocean environment (depth, salinity, formation of waves, and currents, such as the Gulf Stream). Invent a biological organism related to a specific ocean ecosystem and describe its ecological relationships. community current ecological ecosystem evaporation environment food web geological Gulf Stream marine nutrient phytoplankton plankton physical pressure runoff salinity sediment sodium chloride temperature tide upwelling wave zooplankton SOL: 5.6 The student will investigate and understand characteristics of the ocean environment. (b) Physical characteristics (depth, salinity, major currents); (c) Biological characteristics (ecosystems).
Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPTS: CHANGE AND CONSTANCY: Cause and Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. Rocks move and change over time due to heat and pressure within the Earth and to weathering and erosion on the Earth s surface. These and other processes constantly change rock from one type to another (rock cycle). Rocks can be classified according to properties which can be observed, tested and described. Draw and label the rock cycle and describe the major processes and rock types involved. Identify rock samples (granite, gneiss, slate, limestone, shale, sandstone, conglomerate and coal). Compare and contrast the origins of igneous, sedimentary, and metamorphic rocks. Using a rock-classification key identify rock samples (granite, gneiss, slate, limestone, shale, sandstone, and coal). Given a rock sample, identify it as a sedimentary, igneous, or sedimentary; justify and defend your choice. Prepare a list of criteria to create your own rock classification key. Defend your choice of criteria. cemented coal crystal differentiate erosion evidence gneiss grain granite igneous impact interaction lava limestone magma metamorphic mineral rock rock cycle sandstone sediment sedimentary shale slate soluble texture weathering SOL: 5.7 The student will investigate and understand how the Earth s surface is constantly changing. (a) The rock cycle including the identification of rock types.
Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPTS: CHANGE AND CONSTANCY: Cause and Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. Rocks provide evidence of the Earth s age. Fossils provide information about life and conditions in the past. Write in your own words the meaning of the word fossil. Prepare a flow chart or cartoon strip illustrating the sequence of events necessary to form o fossil. Explain why fossils of ocean animals teeth and bones are found on land in the Coastal Plain/Tidewater region of Virginia. Given a fossil, brainstorm and justify all the information the fossil can tell you about the animal and the environment in which it lived. fossil SOL: 5.7 The student will investigate and understand how the Earth s surface is constantly changing. (b) Earth history and fossil evidence.
Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPTS: SCALE: Properties ENDURING UNDERSTANDING: Properties characterize objects, organisms, and substances. Scientific evidence indicates the Earth is composed of four concentric layers, each with it s own characteristics. Describe the structure of Earth in terms of its major layers crust, mantle, and inner and outer cores. Explain how the Earth s interior affects the surface. Make a model of the earth s layers. Find models in nature that mimic the structure of the earth and justify the similarities. crust exterior inner-core interior mantle outer-core SOL: 5.7 The student will investigate and understand how the Earth s surface is constantly changing. (c) The basic structure of the Earth s interior.
Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPTS: CHANGE AND CONSTANCY: Cause and Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. The Earth s surface is constantly changing due to internal forces within the planet. Our planet is composed of plates which are moving slowly around the surface of the Earth due to convection heat currents within the mantle. Geological features in the oceans are caused by current and past plate movements. List the three types of plate boundaries. Know the difference between a volcano and an earthquake. Explain how the Earth s interior affects the surface movement. Differentiate among the three types of plate tectonic boundaries. Compare and contrast the origins of earthquakes and volcanoes and describe how they affect the Earth s surface. create a model of a building that can resist damage during an earthquake. Differentiate among the three types of plate tectonic boundaries (divergent, convergent, and sliding) and describe how these relate to the changing surface of the Earth, including the ocean floor. Using models of the three types of plate boundaries, justify geological features created by the Earth s crust movements. boundary clay continent convergent divergent earthquake eruption fault mid-ocean ridge plate ring of fire sand shifting sliding strike-slip tectonic plate transform trench tsunami volcano SOL: 5.7 The student will investigate and understand how the Earth s surface is constantly changing. (d) Plate tectonics (earthquakes and volcanoes).
Earth Science: Earth Patterns, Cycles, and Change: Geology CONCEPTS: CHANGE AND CONSTANCY: Cause and Effect ENDURING UNDERSTANDING: Observable changes occur in nature, and inferences can be made to explain their causes. Rocks and other materials on the Earth s surface are constantly being broken down both chemically and physically. Weathered rock material can be moved (erosion) by water and wind and deposited as sediment. Humans have varying degrees of impact on the Earth s surface through their everyday activities. Describe how people change the Earth s surface and how negative changes can be controlled. Using a picture of an eroded or weathered surface, explain what could have happened to cause the change. Design an investigation to locate, chart, and report weathering and erosion at home and on the school grounds, and create a plan to solve erosion problems that may be found. erosion impact soluble weathering SOL: 5.7 The student will investigate and understand how the Earth s surface is constantly changing. (e) Weathering and erosion; (f) Human impact.