Curriculum and Instruction – Office of Science
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student
performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,



80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career
Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for
all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality
balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination
2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident
throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do
at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional
planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum
and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to
facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe
varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process
standards of which include planning investigations, using models, asking questions and communicating information.
1 Elementary Science 5th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the
differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout
the year, students should continue to develop proficiency with the eight science practices. Crosscutting concepts can help students
better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip,
or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.
Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it
as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow
through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations
for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those
predictions with those observed in the real world.
2 Elementary Science 5th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students
will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional
practice in alignment with the three College and Career Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards
Based Curriculum, Science Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education
Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins
with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around
these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations
found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual
grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and
classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.
Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their
performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career.
Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping
3 Elementary Science 5th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
materials prepared by Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist
teacher in developing grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual
SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum
that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS
curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations,
regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in
SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum maps.
1 Elementary Science 5th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
5th Grade 2nd nine weeks
Unit - 5.2.1
Focus - Earth and Space Science
Standard - The Universe (Planets & Stars)
(Text in blue are hyperlinked to suggested resource)
Time Frame - 2 Weeks
I Can Statements:
● I can support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth.
● I can represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of
some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected
stars that are visible only in particular months.]
TN Standards
0507.6.1 Compare planets
based on their known
characteristics.
0507.6.2 Recognize that charts
can be used to locate and
identify star patterns.
Learning Outcomes
Distinguish among the planets
according to their known
characteristics such as appearance,
location, composition, and apparent
motion.
Select information from a complex
data representation to draw
conclusions about the planets.
Identify methods and tools for
identifying star patterns.
Links To National Standards
2009 NAEP Framework
National Science Education
Standards: Earth and Space
2 Elementary Science 5th grade, 2nd nine weeks
Tasks & Resources
MacMillan/McGraw-Hill: A Closer Look Grade 5
Chapter 3: The Universe
● The Inner Planets - Lesson 1: pgs 152-161
● The Outer Planets - Lesson 2: pgs 162- 171
● Stars - Lesson 3: pgs 172-185
● Chapter 3 Review: pgs 186-187
● TCAP Test Prep: pgs 188-189
Pre and Post Assessment Questions
pgs: 38 - 44
CLIP Connection
Academic vocabulary
Comet, moon, planet, revolution,
rotation, star, population, extinct
species, endangered species,
threatened species, pioneer species,
climax community, secondary
succession, asteroid, comet,
constellation, dwarf planet, Galilean
moons, nebula, star chart, solar
system, supernova, white dwarf
Literacy Connections
Labs and Investigations
● How Do Craters Form: pgs 54 - 56
● How Can We Observe Planets: pg 57
● Planet Sizes: pg 58
● Use Numbers: pgs 59 -61
● How Far Are The Planets: pgs 62-64
● Observing Constellations: pgs 71-74
● Stargazing - Students will read
the provided informational
passage and answer text
dependent questions.
● Write an explanatory piece
2015-2016
Curriculum and Instruction – Office of Science
Supplemental Assessments
● The Universe Concept Mapping pgs 50
● Voyager Discoveries pgs 59-60
comparing and contrasting two
different planets, using evidence
from text(s).
Unit II assessment
www.scssciencedepartment.weebly.com password:
energy
Additional Unit 5.2.1 Resource Toolbox
Online Resources
●
Red Planet - Read, Write, Explore - This website provides literacy activities that focus on the planet Mars. Teachers are provided with teacher instructions,
student pages and supplemental readings that can be incorporated into your lessons. Documents are provided in PDF form and only require a download.
Resources can also be found in spanish.
●
http://www.planetsforkids.org/http://www.planetsforkids.org/
●
https://solarsystem.nasa.gov/kids/
Pink Palace Museum Field Trips
●
Sharpe Planetarium: Wonders of the Universe, Astronaut
●
Pink Palace Museum Outreach
●
Suitcase Exhibits: (free) Planets & the Solar System
3 Elementary Science 5th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
5th Grade 2nd nine weeks
Focus - Earth and Space Science
Unit - 5.2.2
- 2 Weeks
Standard - The Atmosphere
Time Frame
( Text in blue are hyperlinked to suggested resource)
I Can Statements:
● Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement:
Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and
ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere,
atmosphere, and biosphere are each a system.]
● Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on
Earth.
Standards
0507.8.1 Analyze and predict
how major landforms and
bodies of water affect
atmospheric conditions.
Learning Outcomes
Describe the effects of the oceans
on weather and climate.
Explain how mountains affect
weather and climate
Tasks & Resources
MacMillan/McGraw-Hill: A Closer Look Grade 5
Chapter 4: Our Dynamic Earth
● The Atmosphere - Lesson 4: pp 230-241
● Chapter 4 Review: ppgs 242-243
● TCAP Test Prep: ppgs 244-245
Pre and Post Assessment Questions
pgs: 47 - 49
Labs and Investigations
● How Does Distance From an Ocean Affect
Temperature pgs 94-96
● Does A Location of Mountain Range Affect
Rainfall? pg 97
● Climate and Rain Shadow pg 98
CLIP Connection
Academic vocabulary
atmosphere, weather, climate,
current, rain shadow, El Nino.
Literacy Connections
●
Brazil Today: The Amazon
River and Basin - Students
will read the informational
passage about the Amazon
river. Students will answer
text dependent questions
and describe effects of the
destruction of the rain
forest using evidence from
the text.
Links To National
4 Elementary Science 5th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
Standards
2009 NAEP Framework
National Science Education
Standards: Earth and Space
Supplemental Assessments
● Understanding Earthquakes pg 90
Unit II assessment
www.scssciencedepartment.weebly.com password:
energy
●
Write an explanatory piece
describing climates in
different regions of the
world using evidence from
text to provide examples of
how patterns in climate
could be used to predict
weather conditions.
Additional 5.2.2 Resource Toolbox
Online Resources
●
http://www.mrphome.net/mrp/rainshadow.swfhttp://www.mrphome.net/mrp/rainshadow.swf
●
http://oceanservice.noaa.gov/education/pd/oceans_weather_climate/media/sea_and_land_breeze.swf
Pink Palace Museum Field Trips
●
Exhibits: Geology, Nature Unleashed (Spring 2016) Nature Unleashed was developed by the Field Museum in Chicago. This link takes you to their
website.
●
Pink Palace Museum Outreach
●
Suitcase Exhibits: (free) Weather
5 Elementary Science 5th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
5th Grade 2nd nine weeks
Focus - Earth and Space Science
Unit - 5.2.3
Weeks
Standard - The Earth
Time Frame - 3
( Text in blue are hyperlinked to suggested resource)
I Can Statements:
● Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement:
Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land
to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.]
●
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. [Clarification Statement: Examples of solutions could include
designing an earthquake resistant building and improving monitoring of volcanic activity.]
Standards
0507.7.1 Compare geological
events responsible for the earth’s
major geological features.
Learning Outcomes
Tasks & Resources
CLIP Connection
Describe internal forces such as
volcanoes, earthquakes, faulting, and
plate movements that are responsible
for the earth’s major geological
features such as mountains, valleys,
etc.
MacMillan/McGraw-Hill: A Closer Look Grade 5
Chapter 4: Our Dynamic Earth
● The Plate Tectonics - Lesson 1: ppgs 194-207
● Volcanoes - Lesson 2: ppgs 208-217
● Earthquakes - Lesson 3: ppgs 218-229
● Chapter 4 Review: ppgs 242-243
● TCAP Test Prep: ppgs 244-245
Academic vocabulary
Hydrosphere, plate tectonics, magma,
fault, core, mantle, crust, geological
features, lava, shield volcano, cinder-cone
volcano, island chain, hot spot, island arc,
volcano, focus, epicenter, magnitude,
tsunami, earthquake,
Pre and Post Assessment Questions
pgs: pg 45 - 46
Literacy Connections
Create a model to illustrate geological
events responsible for changes in the
earth’s crust.
Labs and Investigations
● How Can Mountains Form? pgs 75 - 77
● Spread Of The Ocean Floor pg 79
6 Elementary Science 5th grade, 2nd nine weeks
● Earth Science Volcanoes - Students
will read the informational passage
and using details from the text,
explain how volcanoes are essential
to society.
2015-2016
Curriculum and Instruction – Office of Science
● How Can You Model Different Types of
Volcanos pgs 82 - 83
Links To National Standards
2009 NAEP Framework
National Science Education
Standards: Earth and Space
Supplemental Assessments
● Our Dynamic Earth Concept Map - pg 67
● Pangea and Other Supercontinents Expository
Writing - pgs 72 - 73
Unit II assessment
www.scssciencedepartment.weebly.com password:
energy
● Oh No Volcanoes - Student will read
the informational passage and using
evidence from the text define the
three effects that eruptions and their
threat have on humans and cities.
● Our Changing Earth ● What Causes The Earth To Shake? This informational passage can be
used as a close read for students to
obtain additional information on the
effects of earthquakes
● Earth Science: Earthquakes - This
article informational passage can be
used as a close read for students to
obtain additional information on
earthquakes as well as it can be used
as a focus on author’s purpose.
● Using the articles What Causes The
Earth to Shake? and Earth Science:
Earthquakes explain how individual
communities can use scientific ideas
and a scientific understanding of
interactions between components of
environmental systems to protect a
natural resource and the
environment in which the resource
was found.
7 Elementary Science 5th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
Additional Unit 5.2.3 Resource Toolbox
Online Resources
●
http://www.bbc.co.uk/science/earth/surface_and_interior/plate_tectonics
●
http://www.geocraft.com/WVFossils/collision.html
Pink Palace Museum Field Trips
●
Exhibits: Geology, Nature Unleashed (Feb 6-May 1, 2016) Nature Unleashed was developed by the Field Museum in Chicago. This link takes you to their website.
●
Pink Palace Museum Outreach
●
Suitcase Exhibits: (free) Earthquakes
8 Elementary Science 5th grade, 2nd nine weeks
2015-2016
Curriculum and Instruction – Office of Science
5th Grade 2nd nine weeks
Unit - 5.2.4
Focus - Life science
Standard - Interdependence (The Human Impact)
( Text in blue are hyperlinked to suggested resource)
Time Frame - 2 Weeks
I Can Statements:
● I can obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Standards
GLE 0507.2.3 Establish the
connections between human
activities and natural disasters
and their impact on the
environment.
Learning Outcomes
Use information about the impact of
human actions or natural disasters
on the environment to support a
simple hypothesis, make a prediction,
or draw a conclusion.
Textbook Resources
MacMillan/McGraw-Hill: A Closer Look Grade 5
Chapter 1: From Cells To Ecosystems
● Changes in Ecosystems - Lesson 4: ppgs 64-77
● Chapter 1 Review: ppgs 80-81
● TCAP Test Prep: ppgs 82-83
Academic vocabulary
pollution, extinct species, endangered
species, threatened species, primary
succession, pioneer species, climax
community, secondary successions
Pre and Post Assessment Questions
pgs: 35 - 37
Literacy Connections
Labs and Investigations
● How Do Organisms In A Food Chain Interact?
pgs 13 - 15
● What Are Some Food Chains In A Desert? pg 16
● Observing Decomposers pg 17
Links To National Standards
2009 NAEP Framework
National Science Education
Standards: Life Science
9 Elementary Science 5th grade, 2nd nine weeks
CLIP Connection
Supplemental Assessments
● Relations in Ecosystems (Cloze Activity) pg 9
Unit II assessment
www.scssciencedepartment.weebly.com password:
● Pollution In China - Students will
read the article and select
evidence from the text to support
why pollution is a significant
cause to mortality in China.
● Super Smog In China - Students
will read the article provided and
then Describe in your own words
how government policy in China
worsened the smog problem.
Also, how does the Chinese
government hold the solution?
How might economic and social
2015-2016
Curriculum and Instruction – Office of Science
energy
pressures in China drive the
science on this issue in the
future? Be sure to cite evidence
from the text in your answer.
Additional Unit 5.2.4 Resource Toolbox
Online Resources
●
http://eschooltoday.com/pollution/air-pollution/what-is-air-pollution.html
●
https://www.worldwildlife.org/threats/deforestation
Pink Palace Museum Field Trips
●
Exhibits: Nature Unleashed (Spring 2016) This exhibit was developed by the Field Museum in Chicago. This link takes you to their website.
●
Pink Palace Museum Outreach
●
Suitcase Exhibits: (free) Earthquakes
10 Elementary Science 5th grade, 2nd nine weeks
2015-2016