South Central BOCES
Science
Grade 5
UNIT 1 IN THE MIX (4 – 6 weeks)
UNIT 2 LIFE ON THE INSIDE
What would life be like if elements or other components did not interact to form
mixtures?
Scientific Method
S1-GLE.1; N.1
S1-GLE.1; N.2
 Ask testable questions
S1-GLE.1; N.3
 Select and use appropriate tools to conduct an experiment
S1-GLE.1-EO.a
 Share the results of experiments respectfully
S1-GLE.1-EO.b
 Develop, communicate, and justify a procedure
S1-GLE.1;N.3
 Share evidence- based conclusions
S1-GLE.1;N.4
 Discuss unexpected experiment results
 Review and analyze scientific information
 How is structure dependent on function, and how is function dependent on structure?
 What is the role of society in protecting the health and survival of all humans?
Scientific Method
S.2.GLE.2-EO.a
 Develop and communicate an evidence-based scientific explanation S.2.GLE.2-EO.b
S.2.GLE.2-EO.c
 Analyze and interpret data to generate evidence
S.2.GLE.1; N.1
 Create and evaluate models
S.2.GLE.2-EO.c
 Review and analyze information presented by peers
 Provide feedback to peers based on presented evidence
 Assess scientific explanations
Structures and Organisms
S.2.GLE.1-EO.a-b
S.2.GLE.1; RA.1
 The role of organs or structures for an organisms survival
S.2.GLE.2-EO.e
 The structure of different organisms structures and how these
structures adapt to different functions necessary for survival
 Compare and contrast systems and functions
Humans and Structures
S.2.GLE.1; RA.1
S.2.GLE.2-EO.a
 How humans manipulate different structures
S.2.GLE.2.EO.b
 How humans address basic survival needs
S.2.GLE.2-EO.c-d
 The interdependent nature of human systems are interdependent
 The function of basic human systems and organs
Healthy Practices
S.2.GLE.2; RA.1
S.2.GLE.2; RA.2
 Examples of goals that people create for their lifestyle such as
exercising every day and eating healthy foods
 Societal norms and practices intended to protect our health such as
wearing a bicycle helmet can be based on scientific evidence
Tools and materials made by humans inspired by animal or plant
S.2.GLE.1; RA.3
adaptations
Methods for separating simple mixtures based on physical
properties
The reasons why weight/mass of components affects the
weight/mass of the mixture
S1-GLE.1-EO.a;
RA.1
S1-GLE.1-EO.b
UNIT 3 RENEWABLE/NONRENEWABLE RESOURCES
UNIT 4 AS THE EARTH CHANGES (4 – 6 weeks)
What are the consequences to the earth of utilizing renewable and nonrenewable
resources?
Scientific Method
S.2.GLE.2-EO.a
S.2.GLE.2-EO.b
 Develop and communicate an evidence-based scientific
S.2.GLE.2-EO.c
explanation
S.2.GLE.1; N.1
 Analyze and interpret data to generate evidence
S.2.GLE.2-EO.c
 Create and evaluate models
S1-GLE.1-EO.a;
 Review and analyze information presented by peers
IQ.3
 Provide feedback to peers based on presented evidence
How do changes on the Earth's surface impact humans?
 Assess scientific explanations
 Speak clearly and accurately to persuade an audience
Renewable / Nonrenewable Resources
 Describe how natural resources provide energy
 List examples of nonrenewable resources provided by mining
operations
 Discuss the limited nature of nonrenewable energy sources
 Describe the variety of renewable and nonrenewable
resources the Earth and Sun provide
Humans and Resources
 Discuss the reasons why towns are often built around resource
extraction
 Discuss ways in which the distribution of resources is
accomplished to meet human needs
 Explain the ways in which the environment affects humans
and vice versa
S.3-GLE.1
S.3-GLE.1;RA.1
S.3-GLE.1; N.2
S.3-GLE.1; RA.3
S.3-GLE.1; RA.2
S3-GLE.1-EO.b;
N.1
Scientific Method
 Analyze and interpret data
 Develop and communicate an evidence based scientific
explanation
 Ask testable questions
 Assess and provide feedback on a peer's scientific explanations
S.3-GLE.2EO.a,b
S.3-GLE.2-EO.b
S.3-GLE.3-EO.a
S.3-GLE.2; N.1
S.3-GLE.2-; N.3
Earth Changes
 Demonstrate how plate tectonics, erosion, deposition, solar
influences, climate, and human activity change the earth's surface
S.3-GLE.2-EO.a
Describe the development of technology that led to tools and the
establishment of measurement standards
S.3-GLE.2; RA.3
Humans and Earth Changes
 The benefits and dangers to humans as Earth's surface constantly
changes
 Examples of how communities compensate for the effects of our
changing Earth
 Details of emergency plans that cities create in order to plan for
earthquakes, flooding, volcanic eruptions, tornadoes, and other
natural events
S.3-GLE.2; RA.1
S.3-GLE.2; RA.2
S.3-GLE.2; RA.3
UNIT 5 WEATHER OR NOT (6 -8 weeks)
How has accurate weather prediction allowed for the advancement of society?
S.3-GLE.3-EO.a,b
Scientific Method
S.3-GLE.3-EO.a
 Analyze and interpret data
S.3-GLE.3-; N.3
 Develop and communicate an evidence based scientific
S.3-GLE.3-EO.b
explanation
S.3-GLE.3; N.1
 Assess and provide feedback on a peer's scientific
explanations
 Gather, analyze, and interpret, data
 Use evidence to support scientific explanations
S.3-GLE.3-EO.c
Weather Basics
S.3-GLE.3-EO.a
 Describe weather conditions
S.3-GLE.3-EO.b
 Describe how weather is constantly changing
S.3-GLE.3; RA.1
 Demonstrate how air pressure, wind, temperature, and

humidity affect daily weather conditions
Describe the components of the water cycle and how they
impact weather
Weather Tools
 Use data collections tools to measure weather
S.3-GLE.3-EO. c,d