5th Grade Science
Curriculum Guide
2015/2016
Mixtures and Solutions Unit (3 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit
Performance Task
Student Outcomes
a. Develop,
communicate, and
justify a procedure to
separate simple
mixtures based on
physical properties.
(DOK 1-3)
b. Share evidence-based
conclusions and an
understanding of the
impact on the
weight/mass of a liquid
or gas mixture before
and after it is separated
into parts. (DOK 1-3)
Physical Science Standard 1
Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and
nuclear reactions
1. Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum
of weight and mass of its parts
Mixtures and Solutions
Common Unit Assessments
Priority Student Outcomes
Nature of Science
Literacy
Standards
Focus
Writing Standard Focus
Reading/writing
Focus
Cross Content
Connection
a. Develop, communicate,
and justify a procedure to
separate simple mixtures
based on physical properties.
(DOK 1-3)
1. Ask testable questions about
mixtures, make a falsifiable
hypothesis, design an inquiry
based method of finding the
answer, collect data, and form a
conclusion. (DOK 2-4)
RI.5.1
Quote
accurately from
a text when
explaining what
the text says
explicitly and
when drawing
inferences from
the text.
W.5.9
Draw evidence from literary
or informational texts to
support analysis reflection,
and research.
a. Apply grade 5 Reading
standards to literature
(e.g. “Compare and
contrast two or more
characters, setting, or
events in a story or a
drama, drawing on specific
details in the text [e.g.
how characters interact]”).
Read aloud:
FOSS Science
Stories
(Comprehension
Questions are
available on
Schoology)
b. Share evidence-based
conclusions and an
understanding of the impact
on the weight/mass of a
liquid or gas mixture before
and after it is separated into
parts. (DOK 1-3)
4. Review and analyze
information presented by
peers and provide feedback
on their evidence and
scientific reasoning about
the separation of mixtures
and how the separation
impacts its total
weight/mass. (DOK 2-3)
Greeley-Evans School District 6
2015-2016
2. Select appropriate tools to
conduct an experiment, use
them correctly, and report the
data in proper units. (DOK 1-2)
3. Share results of experiments
with others and respectfully
discuss results that are not
expected. (DOK 2-3)
4. Review and analyze
information presented by peers
and provide feedback on their
evidence and scientific reasoning
about the separation of mixtures
and how the separation impacts
its total weight/mass. (DOK 2-3)
RI.5.9
Integrate
information
from several
texts on the
same topic in
order to write
or speak about
the subject
knowledgeably.
Page 2 of 19
5th Grade Curriculum Guide
Apply grade 5 Reading
standards to informational
texts (e.g., “Explain how an
author uses reasons and
evidence to support particular
points in a text, identifying
which reasons and evidence
support which point[s]”).
Grade: 5th
Greeley-Evans School District 6
Unit: Mixtures & Solutions
Curriculum Guide
Timeline: 3 Weeks
Standard: Physical Science Standard 1
Grade Level Expectation: 1. Mixtures of matter can be separated regardless of how they were created; the weight and mass of the mixture are
the same as the sum of the weight and mass of its parts
Student Outcomes:
1.a. Develop, communicate, and justify a procedure to separate simple
mixtures based on physical properties (DOK 1-3)
1.b. Share evidence-based conclusions and an understanding of the impact
on the weight/mass of a liquid or gas mixture before and after it is
separated into parts (DOK 1-3)
Instruction:
Reminder: Review setting up scientific notebooks, safety, and scientific
method/C.E.R.R before teaching this unit
It is important that each part of this investigation is completed in sequential
order.
*DO NOT DO ALL INVESTIGATIONS IN THIS KIT*
Special instructions are noted, otherwise, teach the lessons as is in the manual
Activate Prior Knowledge: A PowerPoint is available on Schoology to begin
your lesson
Investigation #1-Seperating Mixture
*Be sure to emphasize the key idea that elements weigh the same when
mixed and/or separated*
Investigation #2- Reaching Saturation
Investigation #2-Part 1- discuss metric to standard conversions
Investigation #2-Part 2- use a bar graph to compare the salt solution to
the citric acid solution.
Inquiry Question:
How do properties of matter change when
substances are combined and separated?
Greeley-Evans School District 6
2015-2016
Vocabulary:
Academic Vocabulary: Reference the Science
Academic Vocabulary Words document for
appropriate student word use
Technical Vocabulary: matter, solid, liquid,
gas, atoms, molecules, elements,
compounds;
Investigation #1/Separating Mixtures:
mixture, solution, properties, dissolve,
Page 3 of 19
5th Grade Curriculum Guide
Assessments:
*All student sheets can be found under the FOSS
Kit Teacher Guide Investigation Duplication
Masters section/ tab
When grading your SCR’s for content knowledge,
refer to the K-5 PARCC rubric on Schoology.
Investigation #1-Seperating Mixtures
 Separating Simple Mixtures SCR (can be
found on Schoology)
 Formative assessment: Thinking about
evaporate, filter, physical and chemical
reactions;
Investigation #2/Reaching Saturation: mass,
volume, solvent, solute, solubility, super
saturated;
Science Resources:
Complete lesson plans are available on Schoology as a reference
Mixtures and Solutions FOSS Kit
FOSS Science Stories that accompany Foss Kits (Follow FOSS Kit
Teachers Guide under Science Stories section for guided instruction)
National Geographic for Science Readers (these are available through
interschool mail from the science distribution center)
Field Trip Suggestions (see principal for field trip guidelines):
Poudre Learning Center
Denver Museum of Nature and Science
Internet Sources:
 YouTube: Solutions Song
Technology:
Interactive website:
 Reversible and irreversible changes:
http://tinyurl.com/2q726
 http://www.siemensscienceday.com/
 Chemical and Physical Changes: http://tinyurl.com/2ayogvz
Greeley-Evans School District 6
2015-2016
Simple Mixtures (student sheet #3)
 Formative assessment: Making a solution
(student sheet # 4)
 Formative assessment: Separating Mixtures
SCR (Student Sheet #5)
Investigation #2-Reaching Saturation
 Saturated Saturation SCR (can be found on
Schoology)
 Formative assessment: Saturation (student
sheet #10)
DO NOT DO INVESTIGATION #3 or #4
Mixtures and Solutions Final Assessment: Unit
assessment and grading rubrics/keys are available
on Schoology.
Literacy Resources:
Read aloud: FOSS Science Stories (Comprehension Questions are
available on Schoology)
Page 4 of 19
5th Grade Curriculum Guide
Organisms and Structures Unit (6 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
a. Develop and communicate
an evidence-based scientific
explanation of the role of
different organs or structures
that are important for an
organism’s survival – in both
plants and animals. (DOK 1-3)
b. Analyze and interpret data
to generate evidence that all
organisms have structures
that are required for survival
in both plants and animals.
(DOK 1-2)
c. Create and evaluate models
of plant and/or animal
systems or parts. (DOK 2-3)
Life Science Standard 2
Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and
their environment
1. All organisms have structures and systems with separate functions
Structures and function of organisms
Common Unit Assessment
Priority Student
Nature of Science
Literacy
Writing Standard Focus
Reading/writing
Outcomes
Standards
Focus
Focus
Cross Content
Connection
b. Analyze and interpret
1. Review and
RI.5.8
W.5.2
Delta Science
data to generate
analyze information
Explain how an
Write informative/ explanatory texts to
Readers-You
evidence that all
presented by peers
author uses
examine a topic and convey ideas and
and Your Body
organisms have
and provide
reasons and
information clearly.
Wondersstructures that are
feedback on their
evidence to
a. Introduce a topic clearly, provide a
Leveled
required for survival in
evidence regarding
support
general observation and focus, and
Readers:
both plants and animals.
the importance of
particular
group related information logically;
Cave
(DOK 1-2)
various structures to points in a text,
include formatting (e.g., headings),
Creatures
plants and animals.
identifying
illustrations, and multimedia when
c. Create and evaluate
(DOK 2-3)
which reasons
useful to aiding comprehension.
models of plant and/or
and evidence
animal systems or parts.
support which
b. Develop the topic with facts, definitions,
(DOK 2-3)
point(s).
concrete details, quotations, or other
information and examples related to the
topic.
c. Link ideas within and across categories
of information using words, phrases,
and clauses (e.g., in contrast, especially).
d. Use precise language and domainspecific vocabulary to inform about or
explain the topic.
Provide a concluding statement or section
related to the information or explanation
presented.
Greeley-Evans School District 6
2015-2016
Page 5 of 19
5th Grade Curriculum Guide
Greeley-Evans School District 6
Grade: 5th
Unit: Body Systems
Curriculum Guide
Timeline: 6 Weeks
Standard: Life Science Standard 2
Grade Level Expectation: 1. All organisms have structures and systems with separate functions
Student Outcomes:
1.a. Develop and communicate an evidence-based scientific explanation of the role
of different organs or structures that are important for an organism’s survival – in
both plants and animals (DOK 1-3)
1.b. Analyze and interpret data to generate evidence that all organisms have
structures that are required for survival in both plants and animals (DOK 1-2)
1.c. Create and evaluate models of plant and/or animal systems or parts (DOK 2-3)
2.a. Develop and communicate an evidence-based scientific explanation regarding
how humans address basic survival needs (DOK 1-3)
2.b. Analyze and interpret data to generate evidence that human systems are
interdependent (DOK 1-2)
2.c. Assess further scientific explanations regarding basic human body system
functions (DOK 1-3)
2.d. Create and evaluate models of human body systems and organs (DOK 2-3)
2.e. Compare and contrast a human system to that of another organism, and provide
hypotheses about why the similarities and differences exist (DOK 2-3)
Instruction:
Inquiry Questions:
1. How are human body systems similar to and
different from those who found in other
organisms?
2. What is the purpose and function of each
human body system?
3. How does each human body system work
together as a network?
Assessments:
SCR’S can be found on Schoology
When grading your SCR’s for content knowledge, refer
to the K-5 SCR PARCC Rubric on Schoology.
 Plant and body systems Venn Diagram
Skeletal System
 What my skeletal system does for Me (SCR)
Muscular System
 Skeletal/Muscular System (SCR)
Nervous System
 Nervous System (SCR)
Greeley-Evans School District 6
2015-2016
Vocabulary:
Academic Vocabulary:
Reference the Science
Academic Vocabulary Words
document for appropriate
student word use
Technical Vocabulary: cells,
tissue, organ, organ systems
Skeletal System: skeletal
system, joints, cartilage
Complete lesson plans are available on Schoology
*DO NOT DO ALL LESSONS IN THIS KIT*
Activate Prior Knowledge: A PowerPoint is available on
Schoology to begin your lesson
Systems to teach:
 Skeletal System
 Muscular System
 Circulatory System
 Respiratory System
 Digestive System/Excretory System
 Nervous System
 Immune System/Endocrine System

Page 6 of 19
5th Grade Curriculum Guide
Please make sure to address Plants (see
student outcomes)
Muscular System: muscle,
muscular system
Circulatory System:
circulatory system, artery,
veins, heart
Respiratory System:
respiratory system,
respiration, lungs, diaphragm
Digestive/Excretory System:
digestive system, stomach,
intestines, mineral, nutrient,
vitamin, kidney, bladder
Nervous System: nervous
system, brain, spinal cord,
sensory nerve, motor nerve
Immune System/Endocrine
System: glands, hormones,
skin, lymph nodes, white
blood cells
Science Resources:
Delta Science Modules :You and Your Body
You and Your Body Content Readers
Skeletal System:
 Delta- You and Your Body- Activity 1: Label the parts of the skeletal system
and construct a model of the leg
 Song-“Bones, Bones, Bones”
 Ask your local butcher for extra cross sections of bones (most grocery stores
will provide these for you)
 Edible Skeleton Activityhttp://www2.mbusd.org/staff/pware/pdf/EdibleSkeleton.pdf
 Bones moviehttp://kidshealth.org/kid/closet/movies/SSmovie.html#cat20580
 What My Skeletal System does for Me SCR- Available on Schoology
Greeley-Evans School District 6
2015-2016
 Reaction time-Delta Activity Sheet 3
Human Body Final Assessment-Can be found on
Schoology
Literacy Resources:
Delta Science Readers-You and Your Body
Wonders-Leveled Readers:
Cave Creatures
Page 7 of 19
5th Grade Curriculum Guide

Review the plant parts and discuss what parts of a plant have the same
function as the skeletal system. Use the Venn diagram (available on
Schoology) to compare plants and humans.
Muscular System:
 Delta- You and Your Body- Activity 2: Draw and label contracted and relaxed
muscles and build the arm model.
 The Parts of the Muscular System Graphic organizerhttp://kidshealth.org/kid/htbw/_bfs_MSactivity.html#cat20580
 Song-“The Muscle Rap”
 Muscles movie & Quiz (can be done on expressions or white boards)http://kidshealth.org/kid/closet/movies/MSmovie.html?tracking=59983_G#c
at20580
 Muscles article- http://kidshealth.org/kid/htbw/muscles.html#cat20580
 My Moving Face Activityhttp://www.beaconlearningcenter.com/documents/1970_3287.pdf
 Using your Muscles Stations-Materials available on Schoology
Circulatory System:
 Song-“Circulatory system song”
 Heart movie & Quiz (can be done on expressions or white boards)http://kidshealth.org/kid/closet/movies/CSmovie.html?tracking=59983_C
 Texas Heart Institute –Project Heart Lessonhttp://www.texasheart.org/ProjectHeart/
 Do you have the strength activityhttp://www.teachengineering.org/collection/cub_/activities/cub_human/cu
b_human_lesson05_activity3_worksheet.pdf
 Circulation Game (this takes a lot of prep. Be sure to do this ahead of time)http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciencesgames/documents/CirculationGame.pdf
Respiratory System:
 Song-“Respiratory system song”
 Lungs movie & Quiz (can be done on expressions or white boards)http://kidshealth.org/kid/closet/movies/RSmovie.html?tracking=59983_C#c
at20580
Greeley-Evans School District 6
2015-2016
Page 8 of 19
5th Grade Curriculum Guide


Delta Activities 5 & 6
Kids Health Nose video & Quiz - http://kidshealth.org/kid/htbw/nosemovie.html?tracking=59983_B#cat20579
 Take a Breath Respiratory System Gamehttp://classroom.kidshealth.org/3to5/body/systems/respiratory.pdf
Circulatory System:
 Song-“It Takes Guts” song-scitunes.com
 Stomach movie & Quiz (can be done on expressions or white boards)http://kidshealth.org/kid/closet/movies/DSmovie.html?tracking=59983_H#c
at20579
 Label the parts of the digestive systemhttp://kidshealth.org/kid/htbw/_bfs_DSactivity.html#cat20579
 Delta Activities
 Let’s make a stomach activityhttp://home.gwu.edu/~olacey/Digestive%20Experiments.htm
 Let’s make a small intestine activityhttp://home.gwu.edu/~olacey/Digestive%20Experiments.htm
Excretory System:
 Kidney videohttp://kidshealth.org/kid/closet/movies/USmovie.html?tracking=59983_E#c
at20579
 Urinary System videohttp://kidshealth.org/kid/closet/movies/USmovie.html?tracking=59983_I#ca
t20579
 Kids Health Interactive Kidney & Bladderhttp://kidshealth.org/kid/interactive/kidneys_it.html#cat20579
Nervous System:
 Song-School House Rock- Telegraph line Nervous System Song
 Brain movie & Quiz (can be done on expressions or white boards)http://kidshealth.org/kid/closet/movies/NSmovie.html?tracking=59983_F#c
at20579
 Label the parts of the brainhttp://kidshealth.org/kid/htbw/_bfs_NSactivity.html#cat20579
Greeley-Evans School District 6
2015-2016
Page 9 of 19
5th Grade Curriculum Guide
 Clay Brain Experiment - https://faculty.washington.edu/chudler/bex/33.pdf
 Delta Activity 3
Immune System:
 Immune Cells movie & Quiz (can be done on expressions or white boards)http://kidshealth.org/kid/closet/movies/ISmovie.html?tracking=59983_F#ca
t20579Label
 Skin Video - http://kidshealth.org/kid/htbw/skinmovie.html?tracking=59983_H#cat20579
 Delta Kit- Activity 7
 Matching parts of the immune systemhttp://kidshealth.org/kid/htbw/_bfs_ISactivity.html#cat20579
Endocrine System
 Endocrine Glands Videohttp://kidshealth.org/kid/closet/movies/ESmovie.html?tracking=59983_G#c
at20579
 Endocrine Parts note takerhttp://kidshealth.org/kid/htbw/_bfs_ESactivity.html#cat20579
Other Resources:
Delta- You and Your Body Kit
Poudre Learning Center
Denver Museum of Nature and Science
Internet Sources:
 www.kidshealth.org
 http://yucky.discovery.com
 http://sbsciencematters.com/lesson-units/5th-grade/5life-livingsystems/
Field Trip/Presentation Suggestions (see principal for fieldtrip guidelines):
 Poudre Learning Center
 Denver Museum of Nature and Science
Greeley-Evans School District 6
2015-2016
Page 10 of 19
5th Grade Curriculum Guide
Earth Systems (Resource) Unit (3 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
Earth System Science Standard 3
Describe how humans are dependent on the diversity of resources provided by Earth and Sun
1. Earth and Sun provide a diversity of renewable and nonrenewable resources
Resources
Common Unit Assessment (at the end of large Earth Systems unit)
Priority Student
Nature of Science
Literacy
Writing Standard Focus
Outcomes
Standards
Focus
a. Develop and communicate a
scientific explanation addressing
a question of local relevance
about resources generated by
the sun or Earth. (DOK 1-3)
a. Develop and
communicate a scientific
explanation addressing a
question of local relevance
about resources generated
by the sun or Earth. (DOK
1-3)
b. Analyze and interpret a variety
of data to understand the origin,
utilization, and concerns
associated with natural
resources. (DOK 1-3)
1. Review and analyze
scientific explanations
about natural resources
presented by their peers,
and provide feedback to
push their peers to be
scientifically accurate and
base their claims on
adequate and reasonable
scientific evidence, not
opinion. (DOK 2-3)
1. Review and
analyze scientific
explanations about
natural resources
presented by their
peers, and provide
feedback to push
their peers to be
scientifically accurate
and base their claims
on adequate and
reasonable scientific
evidence, not
opinion. (DOK 2-3)
RI.5.10
By the end of the
year, read and
comprehend
informational
texts, including
history/social
studies, science,
and technical
texts, at the high
end of the grades
4-5 text
complexity band
independently
and proficiently.
2. Earth and Sun
provide a variety of
renewable and
nonrenewable
resources. (DOK 1)
2. Earth and Sun provide a
variety of renewable and
nonrenewable resources.
(DOK 1)
Greeley-Evans School District 6
2015-2016
Page 11 of 19
5th Grade Curriculum Guide
W.5.1
Write opinion pieces on topics or
texts, supporting a point of view
with reasons and information.
a. Introduce a topic or text
clearly, state an opinion,
and create an
organizational structure
in which ideas are
logically grouped to
support the writer’s
purpose.
b. Provide logically ordered
reasons that are
supported by facts and
details.
c. Link opinion and reasons
using words, phrases, and
clauses (e.g.,
consequently,
specifically).
d. Provide a concluding
statement or section
related to the opinion
presented.
Reading/writing
Focus
Cross Content
Connection
WondersLeveled
Readers:
Delta
Norman
Borlaug and the
Green
Revolution
Grade: 5th
Greeley-Evans School District 6
Unit: Resources
Curriculum Guide
Timeline: 3 Weeks
Standard: Earth System Science Standard 3
Grade Level Expectation: 1. Earth and Sun provide a diversity of renewable and nonrenewable resources
Student Outcomes:
1.a. Develop and communicate a scientific explanation addressing a question of local
relevance about resources generated by the sun or Earth (DOK 1-3)
1.b. Analyze and interpret a variety of data to understand the origin, utilization, and
concerns associated with natural resources (DOK 1-3)
Inquiry Questions:
1.
How do changes on the Earth’s surface impact
humans?
2.
How can the Sun be used as an energy source?
3.
How can wind be used as an energy source?
4.
What types of energy sources exist on Earth?
Greeley-Evans School District 6
2015-2016
Instruction:
*This investigation is NOT in the FOSS
Kit*
Renewable and Nonrenewable Energy:
Activate Prior Knowledge: A PowerPoint is available on
Schoology to begin your lesson
1. Teach types of resources-Stop Waste Lesson
http://www.stopwaste.org/docs/schools/Lesson0
1.pdf
2. Complete lesson plans on resources can be found
at- http://sbsciencematters.com/lesson-units/6thgrade/6physical-energy/
3. Introduce Energy Kids website to class
(www.eia.gov)- (All materials for this project can
be found on this site or on Schoology.)
4. Students could create a PowerPoint, display,
model, poster, etc. to present different renewable
and nonrenewable resources
Vocabulary:
renewable resource, natural gas, solar,
geothermal, biomass, nonrenewable, coal, oil,
uranium, sustainable, hydroelectric, efficient,
global warming, fossil fuels
Assessments:
1. Resources Quiz-Can be
found on Schoology
2. Resources SCR-Can be
found on Schoology
3. Research and production of
Final group product
(PowerPoint, display, model,
etc.)
4. Earth Science Final
Assessment:
This assessment is available on
Schoology.
Page 12 of 19
5th Grade Curriculum Guide
This Assessment must be taken after
all EARTH SCIENCE UNITS ARE
TAUGHT!
You must upload the video prior to the
assessment. The video is required for
this assessment.
Science Resources:
 http://www.nasa.gov/pdf/326862main_Moon_Munchies_Lesson_1.pdf

http://www.stopwaste.org/docs/schools/Lesson01.pdf

www.eia.gov

http://www.childrensuniversity.manchester.ac.uk/interactives/science/energy/rene
wable/

http://climatekids.nasa.gov

http://education.nationalgeographic.com/education/activity/nonrenewable-energy-resources/?ar_a=1

http://www.siemensscienceday.com/

http://sbsciencematters.com/
Literacy Resources:
Wonders-Leveled Readers:
Delta
Norman Borlaug and the Green Revolution
Field Trip/Presentation Suggestions (see principal for fieldtrip guidelines):
National Renewable Energy Laboratory Education Center-Golden, Co
Greeley-Evans School District 6
2015-2016
Page 13 of 19
5th Grade Curriculum Guide
Earth Systems (Landforms) Unit (2 Weeks)
Standard
Graduate Competence
Earth System Science Standard 3
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
2. Earth’s surface changes constantly through a variety of processes and forces
Land Forms
Common Unit Assessment (at the end of large Earth Systems unit)
Priority Student
Outcomes
Nature of Science
Literacy
Standards
Focus
Writing Standard
Focus
a. Analyze and interpret data
identifying ways Earth’s surface is
constantly changing through a
variety of processes and forces such
as plate tectonics, erosion,
deposition, solar influences,
climate, and human activity. (DOK
2-3)
a. Analyze and interpret
data identifying ways
Earth’s surface is
constantly changing
through a variety of
processes and forces such
as plate tectonics,
erosion, deposition, solar
influences, climate, and
human activity. (DOK 2-3)
1. Ask testable
questions about how
the earth surface
changes. (DOK 2)
RI.5.7
Draw on
information
from multiple
print or digital
sources,
demonstrating
the ability to
locate an answer
to a question
quickly or to
solve a problem
efficiently.
W.5.8
Recall relevant
information from
experiences or
gather relevant
information from
print and digital
sources;
summarize or
paraphrase
information in
notes and finished
work, and provide
a list of sources.
b. Develop and communicate an
evidence based scientific
explanation around one or more
factors that change Earth’s surface.
(DOK 2-3)
Greeley-Evans School District 6
2015-2016
Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex
system
2. Utilize a variety of
media sources to collect
data for analysis regarding
Earth processes and the
changing surface. (DOK 12)
2. Utilize a variety of
media sources to
collect data for analysis
regarding Earth
processes and the
changing surface. (DOK
1-2)
3. Assess and provide
feedback on other’s
scientific explanations
about factors that
change Earth’s surface,
pushing for reasoning
based on evidence and
scientific principles
(DOK 2-3)
Page 14 of 19
5th Grade Curriculum Guide
Reading/writing Focus
Cross Content
Connection
Literacy Resources:
Delta Science
Readers-Earth
Movements, Soil
Science, Erosion
**If these are not in
your FOSS Kit, contact
the science distribution
center to get these
through interschool
mail.
FOSS Science
Readers-Landforms
Grade: 5th
Greeley-Evans School District 6
Unit: Earth’s Landforms
Curriculum Guide
Timeline: 2 Weeks
Standard: Earth System Science Standard 3
Grade Level Expectation: 2. Earth’s surface changes constantly through a variety of processes and forces
Student Outcomes:
2.a. Analyze and interpret data identifying ways Earth’s surface is
constantly changing through a variety of processes and forces such as
plate tectonics, erosion, deposition, solar influences, climate, and
human activity (DOK 2-3)
2.b. Develop and communicate an evidence based scientific
explanation around one or more factors that change Earth’s surface
(DOK 2-3)
Inquiry Questions:
1.
How does the Earth’s surface change?
2.
How do changes on the Earth’s surface
impact humans?
Greeley-Evans School District 6
2015-2016
Instruction:
It is important that each part of this investigation is completed in sequential
order.
**Follow the direction below for each investigation! You do NOT need to
teach all investigations**
Special instructions are noted, otherwise, teach the lesson as is in the
manual
Activate Prior Knowledge: A PowerPoint is available on Schoology to
begin your lesson
Investigation #1-SKIP ALL LESSONS!
Investigation #2 - Stream Tables-Part 1-Erosion: Follow the manual
-or- http://www.siemensscienceday.com/, has a great lesson on Erosion
Investigation #2 - Stream Tables-Part 2-Deposition: Follow the manual
Investigation #3 - Go with the Flow: Part 1 & 2 –Slope & Flood: Follow the
manual
Investigation #3 - Go with the Flow: Part 3-Designing and Investigation:
Follow the manual
Vocabulary:
Assessments:
Academic Vocabulary: Reference the Science
Academic Vocabulary Words document for
appropriate student word use
Technical Vocabulary: Earth’s revolution
around the Sun, Earth’s rotation around its
axis, Earth’s seasonal tilt, plate tectonics
Investigation #2/Stream Tables: landform,
landscape, delta, canyon, plateau, drainage
basin, erosion, deposition;
Investigation #2-SCR progress monitor:
Based on your observations from the Stream
Table activity, explain the steps in the
formation of the Grand Canyon
Investigation #3-SCR progress monitor:
Based on your observations from the Stream
Table activity, explain the steps in the
formation of the Grand Canyon
Page 15 of 19
5th Grade Curriculum Guide
Investigation #3/Go with the Flow: dam,
flood plain, slope, levee;
Science Resources:
Landforms Foss Kit
FOSS Science Stories that accompany Foss Kits (Follow FOSS Kit Teachers
Guide under Science Stories section for guided instruction) National
Geographic for Science Readers
Poudre Learning Center
Readers for Science available through interschool mail (district website-staffscience distribution center-readers for science) ENCANA Energy Kits
“Building the Hoover Dam” National Geographic Science Readers
Internet Sources:
 www.fossweb.com/modules36/Landforms/index.htmlwww.education.noaa.gov
http://kids.discovery.com

http://www.energyatlas.org/PDFs/LowRes/atlas_state_CO.pdf

http://www.weatherwizkids.com

www.googleearth.com www.watchknowlearn.com

http://www.siemensscienceday.com/
Literacy Resources:
Delta Science Readers-Earth Movements, Soil Science, Erosion
**If these are not in your FOSS Kit, contact the science distribution
center to get these through interschool mail.
FOSS Science Readers-Landforms
Field Trip/Presentation Suggestions (see principal for fieldtrip guidelines):
 Poudre Learning Center
Greeley-Evans School District 6
2015-2016
Unit assessment: Assessment, grading
rubrics, keys are available on Schoology.
Page 16 of 19
5th Grade Curriculum Guide
Earth Systems (Weather) Unit (4 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
a. Develop and communicate an
evidence-based scientific
explanation for changes in
weather conditions. (DOK 1-3)
b. Gather, analyze, and interpret
data such as temperature, air
pressure, wind, and humidity in
relation to daily weather
conditions. (DOK 1-3)
c. Describe weather conditions
based on data collected using a
variety of weather tools. (DOK 12)
d. Use data collection tools and
measuring devices to gather,
organize, and analyze data such
as temperature, air pressure,
wind, and humidity in relation to
daily weather conditions. (DOK 12)
Earth System Science Standard 3
Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
3. Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are
measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation
Weather
Common Unit Assessment
Student Outcomes
Nature of Science
Literacy
Writing Standard Reading/writing Focus
Standards
Focus
Cross Content Connection
Focus
b. Gather, analyze, and
interpret data such as
temperature, air pressure,
wind, and humidity in
relation to daily weather
conditions. (DOK 1-3)
1. Support
explanations of
weather using
evidence. (DOK 23)
c. Describe weather
conditions based on data
collected using a variety of
weather tools. (DOK 1-2)
2. Understand
how weather maps
are utilized to
predict the
weather from day
to day. (DOK 1-2)
d. Use data collection tools
and measuring devices to
gather, organize, and
analyze data such as
temperature, air pressure,
wind, and humidity in
relation to daily weather
conditions. (DOK 1-2)
2. Understand how weather
maps are utilized to predict
the weather from day to
day. (DOK 1-2)
Greeley-Evans School District 6
2015-2016
RI.5.7
Draw on
information from
multiple print or
digital sources,
demonstrating
the ability to
locate an answer
to a question
quickly or to solve
a problem
efficiently.
3. Assess and
provide feedback
on other student’s
scientific
explanations about
weather, pushing
for reasoning
based on evidence
and scientific
principles. (DOK 23)
Page 17 of 19
5th Grade Curriculum Guide
W.5.8
Recall relevant
information from
experiences or
gather relevant
information from
print and digital
sources;
summarize or
paraphrase
information in
notes and
finished work,
and provide a list
of sources.
Literacy Resources:
http://www.k12reader.com/w
orksheet/extreme-weather2/view/
Wonders-Leveled ReadersWeather Patterns
Grade: 5th
Greeley-Evans School District 6
Unit: Weather
Curriculum Guide
Timeline: 4 Weeks
Standard: Earth System Science Standard 3
Grade Level Expectation: 3. Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather
changes are measured by differences in temperature, air pressure, wind and water in the atmosphere, and type of precipitation
Student Outcomes:
Instruction:
3.a. Develop and communicate an evidence-based scientific
explanation for changes in weather conditions (DOK 1-3)
Reminder: Review setting up scientific notebooks, safety, and scientific
method/C.E.R.R before teaching the first unit
Activate Prior Knowledge: A PowerPoint is available on Schoology to begin
your lesson
There is not a kit for this unit. The suggested resources are listed below
3.b. Gather, analyze, and interpret data such as temperature, air
pressure, wind, and humidity in relation to daily weather conditions
(DOK 1-3)
3.c. Describe weather conditions based on data collected using a
variety of weather tools (DOK 1-2)
3.d. Use data collection tools and measuring devices to gather,
organize, and analyze data such as temperature, air pressure, wind,
and humidity in relation to daily weather conditions (DOK 1-2)
1. Build data collecting tools (Try to build at least 2)
http://www.weatherwizkids.com/experimentsbarometer.htm
2. Weather Tools Flipchart (on Schoology)
3. Teach Weather Condition Maps
PowerPoint (on Schoology)
4. Teach students about changes in weather conditions.
http://climatekids.nasa.gov/menu/weather-and-climate/
5. Track weather conditions through the Centennial Elementary
Weather Station.http://www.greeleyschools.org//site/Default.aspx?PageID=1
4516
6. Complete Lessons on air pressure, weather stations,
weather, density, wind, weather data, and severe weather
at: http://sbsciencematters.com/lesson-units/5thgrade/5earth-solarsystem-earthweather/
Vocabulary:
temperature, air pressure, weather, climate,
humidity, barometer, thermometer,
meteorologist, wind current, density,
barometer,
Greeley-Evans School District 6
2015-2016
Page 18 of 19
5th Grade Curriculum Guide
Assessments:
1. Weather Tools SCR
2. Weather Conditions SCR
Science Resources:
 http://climatekids.nasa.gov/menu/weather-and-climate/

http://www.greeleyschools.org//site/Default.aspx?PageID=1
4516

http://www.weatherwizkids.com/weather-wind.htm

http://www.exploringweather.com/

http://www.sciencekids.co.nz/weather.html

http://sbsciencematters.com/
Literacy Resources:
http://www.k12reader.com/worksheet/extreme-weather-2/view/
Wonders-Leveled Readers-Weather Patterns
More resources may be available on Schoology
Greeley-Evans School District 6
2015-2016
Page 19 of 19
5th Grade Curriculum Guide