Science Pacing Guide
Fifth Grade
Time Frame: All Year
Unit: Ongoing and Integrated – Inquiry Process, Analysis and Communication, Reflection, and Social Implications
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
K-7 Standard S.IP: Develop an understanding
that scientific inquiry and reasoning involves
observing, questioning, investigating, recording,
and developing solutions to problems.
S.IP.M.1 Inquiry involves generating
questions, conducting investigations, and
developing solutions to problems through
reasoning and observation.
S.IP.05.11 Generate scientific questions based on
observations, investigations, and research.
S.IP.05.12 Design and conduct scientific
investigations.
S.IP.05.13 Use tools and equipment (spring
scales, stop watches, meter sticks and tapes,
models, hand lens) appropriate to scientific
investigations.
Essential Questions
What are the steps in
the scientific
method?
Assessment
Students create Scientific
Investigations using the
Scientific Method.
Why is it important
to collect data?
Why is it important
to identify patterns
in data?
Why is it important
to communicate our
findings to others?
Why is it important
to continuously
reflect on your
findings and others?
S.IP.05.14 Use metric measurement devices in
an investigation.
S.IP.05.15 Construct charts and graphs from data
and observations.
S.IP.05.16 Identify patterns in data.
Fifth Grade Science Pacing Guide – Revised April 2010
1
Vocabulary
Resources
activities
arguments
charts
claims
collaborative
communication
conclusion
conducting
control of
variables
controlled
experiment
data analysis
data
interpretation
data
presentation
data table
decrease
defend
demonstration
design
diagrams
drawing
equipment
evaluate
evidence
exhibits
expository work
fact
fair test
graphing
Students can generate tornadoes,
snowflakes, rainbows, and lightning
experiments online:
http://whyfiles.org/interactives/
Lots of experiment ideas:
http://www.mcrel.org/whelmers/inde
x.asp
Ideas and things that can be used in
the classroom:
http://www.tryscience.org/experimen
ts/experiments_newtonseggs_online.
html
State Companion document for
ideas on inquiry/instructional
strategies for each unit.
http://tinyurl.com/dkd7y3
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
K-7 Standard S.IA: Develop an understanding
that scientific inquiry and investigations require
analysis and communication of findings, using
appropriate technology.
Essential Questions
Assessment
history of
science
human effects
illustrations
increase
information
inquiry
investigation
limitations
microscope
models
no change
observe
on-going
process of
science
opinion
predict
question
formulation
research
sample
scientific
contributions
scientific
equipment
scientific
evidence
scientific
experiment
solutions
technology
tools
trials
S.IA.M.1 Inquiry includes an analysis and
presentation of findings that lead to future
questions, research, and investigations.
S.IA.05.11 Analyze information from data tables
and graphs to answer scientific questions.
S.IA.05.12 Evaluate data, claims, and personal
knowledge through collaborative science
discourse.
S.IA.05.13 Communicate and defend findings of
observations and investigations using evidence.
S.IA.05.14 Draw conclusions from sets of data
from multiple trials of a scientific investigation.
S.IA.05.15 Use multiple sources of information
to evaluate strengths and weaknesses of claims,
arguments, or data.
K-7 Standard S.RS: Develop an understanding
that claims and evidence for their scientific merit
should be analyzed. Understand how scientists
decide what constitutes scientific knowledge.
Develop an understanding of the importance of
reflection on scientific knowledge and its
application to new situations to better understand
the role of science in society and technology.
Fifth Grade Science Pacing Guide – Revised April 2010
Vocabulary
2
Resources
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
S.RS.M.1 Reflecting on knowledge is the
application of scientific knowledge to new and
different situations. Reflecting on knowledge
requires careful analysis of evidence that
guides decision making and the application of
science throughout history and within society.
Essential Questions
Assessment
S.RS.05.11 Evaluate the strengths and
weaknesses of claims, arguments, and data.
S.RS.05.12 Describe limitations in personal and
scientific knowledge.
S.RS.05.13 Identify the need for evidence in
making scientific decisions.
S.RS.05.15 Demonstrate scientific concepts
through various illustrations, performances,
models, exhibits, and activities.
S.RS.05.16 Design solutions to problems using
technology.
S.RS.05.17 Describe the effect humans and other
organisms have on the balance in the natural
world.
S.RS.05.19 Describe how science and technology
have advanced because of the contributions of
many people throughout history and across
cultures.
Fifth Grade Science Pacing Guide – Revised April 2010
3
Vocabulary
Resources
Science Pacing Guide
Time Frame: September/October
Fifth Grade
Unit 1: Forces and Motion (State Unit 1: Measuring Changes in Motion)
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
K-7 Standard P.FM: Develop an understanding
that the position and/or motion of an object is
relative to a point of reference. Understand forces
affect the motion and speed of an object and that
the net force on an object is the total of all of the
forces acting on it. Understand the Earth pulls
down on objects with a force called gravity.
Develop an understanding that some forces are in
direct contact with objects, while other forces are
not in direct contact with objects.
P.FM.M.2 Force Interactions – Some forces
between objects act when the objects are in
direct contact (touching), such as friction and
air resistance, or when they are not in direct
contact (not touching), such as magnetic force,
electrical force, and gravitational force.
P.FM.05.21 Distinguish between contact forces
and non-contact forces.
Essential Questions
What is force?
What types of forces
are there?
Where would you
find forces in the
world around you?
What causes a
change in motion?
What are contact
and non-contact
forces?
How do contact and
non-contact forces
change the motion
of an object?
P.FM.05.22 Demonstrate contact and noncontact forces to change the motion of an object.
P.FM.M.3 Force – Forces have a magnitude
and direction. Forces can be added. The net
force on an object is the sum of all of the
forces acting on the object. The speed and/or
direction of motion of an object changes when
a non-zero net force is applied to it. A
balanced force on an object does not change
the motion of the object (the object either
remains at rest or continues to move at a
constant speed in a straight line).
Fifth Grade Science Pacing Guide – Revised April 2010
What happens when
two forces act on the
same object?
What are balanced
forces?
Assessment
Students conduct mini
investigations using an
inclined plane and a
matchbox car to
demonstrate forces. Have
students chart their
findings.
Ask students to describe
what starts objects in
motion. Review the term
force from their
experiences or introduce
the term if students are not
yet familiar with the term.
Students move a bowling
ball using only a rubber
mallet. Tapping the ball
with the mallet can only
move the ball, and the
mallet cannot be kept in
constant contact with the
ball. This forces the
students to observe the
direction of the taps
necessary to start the ball
moving, keep the ball
moving in a given
direction, and to stop the
ball and bring it to rest. The
students identify the mallet
as a contact force.
4
Vocabulary
force
balanced force
change of
direction
change of
motion
change of speed
force strength
friction
graph
magnetic
attraction
magnetic
repulsion
mass
relative position
constant speed
direction of
motion
gravitational
force
speed
unbalanced
force
zero net force
non-zero net
force
acceleration
applied force
kinetic energy
mechanical
motion
Resources
A lot of good websites with
experiments to do in the classroom:
http://classroom.jc-schools.net/sciunits/force.htm
Create a rollercoaster, make sure that
speed, mass, gravity and friction are
appropriate.
http://www.funderstanding.com/k12/
coaster/
A lot of links to great games and
activities about forces and motion:
http://www.learningscience.org/psc2
bmotionforces.htm
Activity that has students get ready
to teach topics to third graders:
http://mrsdell.org/forcesandmotion/
(interactive website)
State Companion document for
ideas on inquiry/instructional
strategies for each unit.
http://tinyurl.com/dkd7y3
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
P.FM.05.31 Describe what happens when two
forces act on an object in the same or opposing
directions.
Essential Questions
Assessment
Vocabulary
What happens to an
object that is moving
when all forces are
balanced?
Explain the terms balanced
and unbalanced forces. Ask
students to define the terms
in their own words and give
examples of each force.
Newton’s law of
motion
pulley
deceleration
inertia
velocity
magnitude
lever
inclined plane
simple machines
spring scale
Newton’s
constant
motion
contact and noncontact forces
distance
effort
force/
interactions
forces
forms of energy
gravity
measurement of
motion
opposing
directions
point of
reference
position over
time
pull
push
relationship
relative location
slowing down
speeding up
stored energy
What are unbalanced
forces?
Students experience
balanced and unbalanced
What direction will
forces through tug-of-war.
P.FM.05.33 Describe how changes in the motion
objects move when a Relate balanced forces to
of objects are caused by a non-zero net
force is applied?
when the pull is equal from
(unbalanced) force.
each team and unbalanced
How do the amount when one team pulls harder
P.FM.05.34 Relate the size of change in motion
of force and the
than another. The students
to the strength of unbalanced forces and the mass mass of the object
understand that the
of the object.
affect the change in
balanced and unbalanced
motion?
forces are the forces exerted
P.FM.M.4 Speed – Motion can be described by
on the rope by each team.
a change in position relative to a point of
How is the motion
reference. The motion of an object can be
of an object related
Introduce observations of
to the point of
motion using a variety of
described by its speed and the direction it is
reference?
balls and other rolling
moving. The position and speed of an object
objects and ramps. Give
can be measured and graphed as a function of
How
are
distance
students time to explore the
time.
and speed
motions of objects, raise
measured?
questions, conduct trial and
P.FM.05.41 Explain the motion of an object
error investigations, and
relative to its point of reference.
How is an object’s
describe their observations
motion described in in their own terms and
P.FM.05.42 Describe the motion of an object in
terms of speed and
current understandings.
terms of distance, time and direction, as the
motion?
object moves, and in relationship to other objects.
Make a class chart that
What does the term
classifies the descriptions
P.FM.05.43 Illustrate how motion can be
distance describe?
of motion into motion
measured and represented on a graph.
words, speed words, and
How is an objects
direction words. Ask
motion represented
students if any of the
on a graph?
descriptions of motion are
measurable.
P.FM.05.32 Describe how constant motion is the
result of balanced (zero net) forces.
Fifth Grade Science Pacing Guide – Revised April 2010
5
Resources
Books:
Force and Motion, Peter Lafferty,
1999. ISBN-13: 9780789448828
Experiments With Motion, Salvatore
Tocci, 2003.
ISBN-13: 978-0516226033
Isaac Newton and the Laws of
Motion, Andrea Gianopoulos, 2007.
ISBN-13: 978-0736868471
Can You Feel the Force, Richard
Hammond, 2006.
ISBN-13: 978-0756620332
Forces and Motion (Hands-on
Science), Sarah Angliss and Maggie
Hewson, 2001.
ISBN-13: 978-0753453483
Science Pacing Guide
Time Frame: November/December
Fifth Grade
Unit 2: Earth in Space and Time & Earth Systems (State Unit 4: Position and Motion of Objects in the Sky)
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
Essential Questions
K-7 Standard E.ST: Develop an understanding
that the sun is the central and largest body in the
solar system and that Earth and other objects in
the sky move in a regular and predictable motion
around the sun. Understand that those motions
explain the day, year, moon phases, eclipses and
the appearance of motion of objects across the
sky. Understand that gravity is the force that
keeps the planets in orbit around the sun and
governs motion in the solar system. Develop an
understanding that fossils and layers of Earth
provide evidence of the history of Earth’s life
forms, changes over long periods of time, and
theories regarding Earth’s history and
continental drift.
E.ST.M.1 Solar System – The sun is the
central and largest body in our solar system.
Earth is the third planet from the sun in a
system that includes other planets and their
moons, as well as smaller objects, such as
asteroids and comets.
E.ST.05.11 Design a model of the Solar System
that shows the relative order and scale of the
planets, dwarf planet, comets and asteroids to the
sun.
Vocabulary
Resources
Make a model of our solar
system including comets
and asteroids. Models can
be made either with
materials or groups of kids
getting together to
physically model the solar
system using their bodies.
seasons
tilt
axis
revolution
rotation
solar system
planet
dwarf planet
asteroids
comets
gravity
stars
latitude
model
circular
elliptical
apparent motion
celestial
actual
movement of
sun and moon
Website with information and links
about each planet.
http://www.kidsastronomy.com/earth
.htm
Discuss the distances
between planets and the
time it takes to travel
between the planets. Notice
how close the inner planets
are to one another.
Where is Earth
located in our solar
system?
Where are the other
planets located?
What are asteroids?
What are dwarf
planets? Where are
they located?
What are comets?
Fifth Grade Science Pacing Guide – Revised April 2010
Assessment
They should realize that
planets don’t orbit at the
same speed. Students
summarize their learning by
creating illustrations to
demonstrate the position
and motion of space objects
around the sun.
Students demonstrate their
understanding of the
position of the planets,
dwarf planets, asteroids and
comets through illustrations
and written explanations.
6
Treasure hunt and puzzle, students
search for facts about the planets
http://www.astrosociety.org/educatio
n/surf.html
Information about each planet and it
shows where they are located in
relation to the rest of the solar
system.
http://www.forgefx.com/casestudies/
prenticehall/ph/solar_system/solarsy
stem.htm
Information about each planet
http://www.nasm.si.edu/research/cep
s/etp/ss/
Books:
Don’t Know Much About the Solar
System, Kenneth C. Davis and Pedro
Martin, 2004.
ISBN-13: 978-0064462303
Will the Sun Ever Burn Out?
Rosalind Mist, 2006.
ISBN-13: 978-0431181936
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
K-7 Standard E.ES: Develop an understanding
of the warming of the Earth by the sun as the
major source of energy for phenomenon on Earth
and how the sun’s warming relates to weather,
climate, seasons, and the water cycle.
Understand how human interaction and use of
natural resources affects the environment.
E.ES.M.6 Seasons – Seasons result from
annual variations in the intensity of sunlight
and length of day due to the tilt of the axis of
the Earth relative to the plane of its yearly
orbit around the sun.
E.ES.05.61 Demonstrate using a model, seasons
as the result of variations in the intensity of
sunlight caused by the tilt of the earth on its axis,
and revolution around the sun.
E.ES.05.62 Explain how the revolution of the
Earth around the sun defines a year.
Essential Questions
Why do we have
seasons?
Why is the Earth
tilted?
How is the Earth
tilted in summer?
Winter?
How long does it
take for the Earth to
complete one
revolution around
the sun?
Assessment
Demonstrate how seasons
are caused by variations in
the intensity of sunlight due
to the tilt of the Earth on its
axis and its revolution
around the sun.
Illustrate how the Earth’s
axis is tilted toward the
North Star as it revolves
around the sun.
Explain that a year is
defined as one complete
revolution around the sun.
Review and clarify the
difference between rotation
and revolution.
Students develop charts and
illustrations to describe the
causes of seasons.
Create a storybook for
fourth grade students that
explains the seasons.
Fifth Grade Science Pacing Guide – Revised April 2010
7
Vocabulary
Resources
Books:
Weather and Climate, Barbara
Taylor, 2002.
ISBN-13: 978-0836833867
The Four Seasons, Annie Jones,
2006. ISBN-13: 978-1554071371
The Complete Book of the Seasons,
Sally Tagholm, 2002.
ISBN-13: 978-0753454572
State Companion document for
ideas on inquiry/instructional
strategies for each unit.
http://tinyurl.com/dkd7y3
Science Pacing Guide
Time Frame: January
Fifth Grade
Unit 3: Solar System (State Unit 4: Position and Motion of Objects in the Sky)
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
Essential Questions
E.ST.M.2 Solar System Motion – Gravity is
the force that keeps most objects in the solar
system in regular and predictable motion.
What affects the
motion of planets
and their moons?
E.ST.05.21 Describe the motion of planets and
moons in terms of rotation on axis and orbits due
to gravity.
How are planets
kept in orbit?
E.ST.05.22 Explain moon phases as they relate
to the position of the moon in its orbit around the
Earth, resulting in the amount of observable
reflected light.
E.ST.05.23 Recognize that nighttime objects
(stars and constellations) and the sun appear to
move because the earth rotates on its axis and
orbits the sun.
E.ST.05.24 Explain lunar and solar eclipses
based on the relative position of the Earth, moon,
and sun, and the orbit of the moon.
E.ST.05.25 Explain the tides of the oceans as
they relate to the gravitational pull and orbit of
the moon.
What is a moon?
What do the phases
of the moon tell us
about Earth?
How long does it
take for the moon to
orbit the Earth once?
What direction does
the Earth rotate?
How do objects
appear to cross the
sky?
How do lunar and
solar eclipses form?
Why don’t eclipses
happen every
month?
What causes the
tides of the ocean?
Fifth Grade Science Pacing Guide – Revised April 2010
Assessment
Vocabulary
Resources
Explain the difference
between a lunar eclipse and
a solar eclipse. Students can
either verbally explain this
alignment or they can draw
it or model it using paper,
crayons, markers or colored
pencils.
tilt
axis
revolution
rotation
planet
gravitational
pull
gravity
phases
constellations
lunar eclipse
solar eclipse
tides
circular
elliptical
apparent motion
satellite
North Star
Mars
Venus
Earth
Neptune
Uranus
Saturn
Mercury
Jupiter
month
moon’s orbit
moon’s phases
Video of lunar eclipse
http://galileo.phys.virginia.edu/classe
s/109N/more_stuff/flashlets/eclipse3.
htm
Students create operational
definitions of the
gravitational force that
keeps planets and moons in
an orbital path.
Elaborate on the position
and gravitational pull of the
Earth-moon system by
investigating the cause and
effects of tides. Conduct
research and create models,
diagrams or activities to
demonstrate ocean tides.
Create moon journals and
illustrations of phases of the
moon.
Explain the difference
between the apparent and
the actual motion of the sun
and stars across the sky.
8
Book:
Earth, Moon, Sun, Peter Riley, 2006.
ISBN-13: 978-1599200255
State Companion document for
ideas on inquiry/instructional
strategies for each unit.
http://tinyurl.com/dkd7y3
Science Pacing Guide
Time Frame: February
Fifth Grade
Unit 4: Evolution (State Unit 3: Evolution and Traits of Organisms)
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
Essential Questions
K-7 Standard L.EV: Develop an understanding
that plants and animals have observable parts
and characteristics that help them survive and
flourish in their environments. Understand that
fossils provide evidence that life forms have
changed over time and were influenced by
changes in environmental conditions.
Understand that life forms either change (evolve)
over time or risk extinction due to environmental
changes and describe how scientists identify the
relatedness of various organisms based on
similarities in anatomical features.
L.EV.M.1 Species Adaptation and Survival –
Species with certain traits are more likely than
others to survive and have offspring in
particular environments. When an
environment changes, the advantage or
disadvantage of the species’ characteristics
can change. Extinction of a species occurs
when the environment changes and the
characteristics of a species are insufficient to
allow survival.
Why do animals
have different
adaptations and
survival skills?
L.EV.05.11 Explain how behavioral
characteristics (adaptation, instinct, learning,
habit) of animals help them to survive in their
environment.
What physical
characteristics of
organisms help them
survive in their
environment?
L.EV.05.12 Describe the physical characteristics
(traits) of organisms that help them survive in
their environment.
Fifth Grade Science Pacing Guide – Revised April 2010
What behavioral
characteristics of
animals help them
survive in their
environment?
Assessment
Vocabulary
Resources
In cooperative learning
groups, students identify
unique physical and
behavioral characteristics
they have that allow them
to survive. They create a
visual representation of
their ideas. For example,
they may draw a person and
label characteristics while
giving an explanation of
how the characteristic
allows them to survive.
adaptation
learned behavior
nocturnal
environmental
factors
fossil
catastrophic
events
(volcanic
eruptions,
tsunamis,
asteroid
impacts,
floods)
natural selection
instinct
habit
behavioral
characteristics
physical
characteristics
survival
internal
structures
external
structures
vertebrate
invertebrate
flowering
non-flowering
aquatic
terrestrial
cold-blooded
Resources for teachers, lesson plans
and things to purchase.
http://extension.usu.edu/aitc/teachers
/elementary/index.html
Set up a classroom habitat
with plants and animals for
students to observe over a
period of time. Students
make purposeful
observations of the
behavioral and physical
traits and how they help the
organisms to survive in the
model habitat. Students do
further research on the
classroom habitats to make
connections between what
they are observing in the
model habitat and how the
animals and plants survive
in their natural habitats.
9
Charles Darwin, PBS website, links
with background information about
Darwin
http://www.pbs.org/wgbh/evolution/
darwin/index.html
Links to sites about evolution
http://science.pppst.com/evolution.ht
ml
Comprehensive website promoting
conservation and environmental
education with excellent activities
http://projectwild.org
State Companion document for
ideas on inquiry/instructional
strategies for each unit.
http://tinyurl.com/dkd7y3
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
L.EV.05.13 Describe how fossils provide
evidence about how living things and
environmental conditions have changed.
L.EV.05.14 Analyze the relationship of
environmental change and catastrophic events
(for example: volcanic eruption, floods, asteroid
impacts, tsunami) to species extinction.
Essential Questions
What evidence to
fossils provide?
How have natural
occurrences affected
animal’s lives?
How can
catastrophic events
be linked to specific
changes in
environmental
conditions?
L.EV.M.2 Relationships Among Organisms –
Similarities among organisms are found in
anatomical features, which can be used to
infer the degree of relatedness among
organisms. In classifying organisms, biologists
Why is it important
consider details of internal and external
structures to be more important than behavior to classify
organisms?
or general appearance.
L.EV.05.21 Relate degree of similarity in
anatomical features to the classification of
contemporary organisms.
What degree of
similarities in
anatomical features
helps classify
contemporary
organisms?
Assessment
Students design an
imaginary organism with
specific behavioral and
physical characteristics
allowing it to survive in a
chosen environment. A
written description of the
characteristics must be
included in the diagram or
illustration.
Students analyze fossil
evidence to determine how
environmental conditions
changed over time.
In pairs, students place a
variety of vertebrates into
groups based on similar
characteristics. They should
be able to give a title to
each group and defend their
choice.
Research the work of
Charles Linne and the early
work of other scientists that
began to classify organisms
on the basis of physical
characteristics.
Discuss and explore the
advantages of classification
of organisms by physical
structures compared to
behavioral characteristics.
Fifth Grade Science Pacing Guide – Revised April 2010
10
Vocabulary
warm-blooded
classification
contemporary
life forms
environmental
changes/
conditions
extinction
traits
Resources
Science Pacing Guide
Time Frame: March
Fifth Grade
Unit 5: Heredity (State Unit 3: Evolution and Traits of Organisms)
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
Essential Questions
K-7 Standard L.HE: Develop an understanding
that all life forms must reproduce to survive.
Understand that characteristics of mature plants
and animals may be inherited or acquired and
that only inherited traits are passed on to their
young. Understand that inherited traits can be
influenced by changes in the environment and by
genetics.
How does the
environment and
genetics affect
inherited traits?
L.HE.M.1 Inherited and Acquired Traits –
The characteristics of organisms are
influenced by heredity and environment. For
some characteristics, inheritance is more
important; for other characteristics,
interactions with the environment are more
important.
What is the
difference between
inherited and
acquired traits?
L.HE.05.11 Explain that the traits of an
individual are influenced by both the
environment and the genetics of the individual.
L.HE.05.12 Distinguish between inherited and
acquired traits.
Fifth Grade Science Pacing Guide – Revised April 2010
How does the
environment alter
inherited traits?
Assessment
Using a T-chart, have
students list traits they
believe were passed on
from their parents on one
side and list traits they have
obtained from other sources
on the other side. Allow
student to share their ideas
in pairs before discussing as
a class.
Vocabulary
anatomical
features
genetic
relatedness
inherited traits
acquired traits
heredity
environmental
factors
adaptation
cold-blooded
Give students time to define external
the terms inherited traits
structures
and acquired traits. In pairs genetics
share definitions and
internal
change them if they desire.
structures
As a class, with teacher
invertebrate
directions, define the terms. vertebrate
warm-blooded
Give each student three
separate index cards and
label the first with an A
(Acquired), the second with
an I (Inherited) and the
third with a B (Both). Read
different traits aloud and
have each student
independently choose
which type of trait each
represents. Visually scan
the room to determine
student understanding.
11
Resources
Interactive slides that describe
heredity, traits, and many other
topics.
http://learn.genetics.utah.edu/units/b
asics/tour/
Fill in punnett squares and find traits.
http://library.thinkquest.org/17109/g
ame.htm
State Companion document for
ideas on inquiry/instructional
strategies for each unit.
http://tinyurl.com/dkd7y3
Science Pacing Guide
Time Frame: April/May
Fifth Grade
Unit 6: Organization of Living Things (State Unit 2: Animal Systems)
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
K-7 Standard L.OL: Develop an understanding
that plants and animals (including humans) have
basic requirements for maintaining life which
include the need for air, water and a source of
energy. Understand that all life forms can be
classified as producers, consumers, or
decomposers as they are all part of a global food
chain where food/energy is supplied by plants
which need light to produce food/energy.
Develop an understanding that plants and
animals can be classified by observable traits
and physical characteristics. Understand that all
living organisms are composed of cells and they
exhibit cell growth and division. Understand that
all plants and animals have a definite life cycle,
body parts, and systems to perform specific life
functions.
L.OL.M.4 Animal Systems – Multicellular
organisms may have specialized systems that
perform functions which serve the needs of the
organism.
L.OL.05.41 Identify the general purpose of
selected animal systems (digestive, circulatory,
respiratory, skeletal, muscular, nervous,
excretory, and reproductive).
L.OL.05.42 Explain how animal systems
(digestive, circulatory, respiratory, skeletal,
muscular, nervous, excretory, and reproductive)
work together to perform selected activities.
Fifth Grade Science Pacing Guide – Revised April 2010
Essential Questions
Why is it important
for animal body
systems to work
together?
What is the function
of each body
system?
Assessment
Vocabulary
Resources
Students can create a game
board, a play, a poem, a
story, a concept map or
song to identify the purpose
of selected animal systems
as well as explain how the
systems work together.
digestive system
circulatory
system
skeletal system
muscular system
nervous system
excretory
system
reproductive
system
respiratory
system
energy
movement &
support
breathe
digestion
absorption
elimination
transport
stimulus
response
sperm
egg
urine
feces
mouth
esophagus
stomach
small intestine
large intestine
(colon)
liver
Dissect a frog online and learn how
to locate the different organs.
http://frog.edschool.virginia.edu//ho
me.html
Students investigate
How are two or more individual organ systems
systems linked in
separately and report on
performing activities? each of their functions as a
means of communicating
When are animal
the specific job of each
systems
system. It is important to
functioning?
understand that no organ
systems are independent
and the work of each
system is related to the
work of one or more other
systems.
Students pool class data on
pulse-rate activity and
create a graph to represent
class results. Determine
mean and mode for class
result and compare their
individual results to class
results.
12
Science activities for fifth graders.
http://www.kidport.com/Grade5/Scie
nce/ScienceIndex.htm
State Companion document for
ideas on inquiry/instructional
strategies for each unit.
http://tinyurl.com/dkd7y3
Processes, Content Statements & Expectations
(Disciplinary Knowledge)
Essential Questions
Assessment
Vocabulary
Elaborate on the health of
the human body and
maintenance of body
systems through discussion
and research of a healthy
diet and exercise.
pancreas
heart
arteries
veins
skeletal: (bones,
tendons,
ligaments,
skull, ribs,
sternum)
muscles
brain
spinal cord
sensory nerves
motor nerves
kidneys
urinary bladder
urethra
ovaries
oviducts
uterus
vagina
testes
vas deferens
penis
Pose what would happen
if… questions regarding the
consequences of one body
system shutting down or
becoming injured.
Fifth Grade Science Pacing Guide – Revised April 2010
13
Resources