Science Instructional Plan
th
5 grade
2015-2016
Seminole County Public Schools
Key Changes for 2015-2016
* Resources have been reduced to just essentials. Previous Instructional Plans are still available to
teachers online for additional resources. Big Books are available for teacher check-out through Dr
Rachel Hallett-Njuguna. Page Keeley probes and Content Literacy examples are available for
teachers through the online portal. ScienceSaurus (K-1) would need to be purchased by schools as
it was not part of the district adoption (new release). LEAFS labs are the district created common
labs that should be included in instruction. ETA Kits were purchased with Millage during the 2014-15
year.
*Units have been organized by Topic and standards have been grouped to support the topic. In
some cases, this means an overlap of content (ex. Earth Science with Physical, Life Science with
Earth, etc…)
*Separate time and units for Nature of Science have been removed. The Nature of Science
benchmarks have been incorporated within Topics for which they align.
*Each Unit is followed by an associated Scale. Each Scale has a Level 4 Task which incorporates a
Science or Engineering Practice to determine deeper understanding of content. Teachers are
encouraged to allow all students to attempt the Level 4 task as it will prepare them for more rigorous
standards.
*When relevant, the 3rd and 4th grade Fair game standards are indicated within the Units. The Fair
Game topics that do not relate to 5th grade content are included as a separate unit just before FCAT.
*Any Textbook pages or resources that are not included in the plan, are beyond content
limits and standards, and should be skipped or viewed as extensions after all required
content has been taught.
Unit: Properties of Matter
Benchmarks
SC.5.P.8.1 Compare and contrast
the basic properties of solids,
liquids, and gases, such as mass,
volume, color, texture, and
temperature.
SC.5.P.8.4 Explore the scientific
theory of atoms (also called atomic
theory) by recognizing that all
matter is composed of parts that
are too small to be seen without
magnification.
SC.5.N.1.1 Define a problem, use
appropriate reference materials to
support scientific understanding,
plan and carry out scientific
investigations of various types such
as: systematic observations,
experiments requiring the
identification of variables, collecting
and organizing data, interpreting
data in charts, tables, and graphics,
analyze information, make
predictions, and defend
conclusions.
SC.5.N.1.3 Recognize and explain
the need for repeated experimental
trials.
SC.5.N.1.5 Recognize and explain
that authentic scientific
Fusion
Resources
 Fusion pg 165-171,
174-175 *omit Density
Content Limits based
on DOE Assessments
*SC.5.P.8.4 is NOT assessed
on FCAT 2.0. During
instruction, atomic particles do
NOT need to be covered at
this level, just concept of
atoms being what everything
is made of, therefore skip Unit
4 Lesson 6
*Particle motion in solids,
liquids, and gases do NOT
need to be covered at this
level
Additional
Resources
Weeks 2-3
Key Ideas and
Misconceptions
Misconceptions
 CPALMS
SC.5.P.8.1
SC.5.P.8.4

Key Ideas

 LEAFS Lab Nature
of Science
 ScienceSaurus pg
242-248
Students may think that
gases do not have mass







Solids have constant
shape and volume and are
at the lowest temperature
Liquids have constant
volume but change shape
to match their container.
Gases expand to fit their
container so both volume
and shape change and
they are at the highest
temperature
All matter is made up of
small particles called
atoms.
Repeated trials are
needed to make sure your
results are accurate
Systematic Observations
Collecting and Organizing
Data
Make predictions
investigation frequently does not
parallel the steps of "the scientific
method."
SC.5.N.2.1 Recognize and explain
that science is grounded in
empirical observations that are
testable; explanation must always
be linked with evidence.
SC.5.N.2.2 Recognize and explain
that when scientific investigations
are carried out, the evidence
produced by those investigations
should be replicable by others.
Unit: Changes in Matter
 There is no scientific
method, there are
scientific processes
 Explanations must be
supported with evidence
 Replication is when others
perform the same
experiment as you to see
if your results can be
confirmed
Vocabulary
 Atom
 Replication
 Repeated trials
 Evidence
Weeks 4-6
Subject: 5th grade Science
Standard: SC.5.P.8.1 (properties of solids, liquids, and gases), P.8.4 (matter is made of small parts), N.1.1 (science experimentation), N.1.3
(repeated trials), N.1.5 (no scientific method), N.2.1 (explain with evidence), N.2.2 (replication)
Topic (Keywords): Properties of Matter
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Apply their understanding of the properties of matter to a real-world investigation (ex. soil composition, consumer product testing)
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will: explain the basic properties of various types of matter.
 Compare and contrast the basic properties (ex. mass, volume, color, texture, temperature) of solid, liquids, and gases (P.8.1)
 Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of parts that are too small to be seen
without magnification (P.8.4)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:
 Atom
 Replication
 Repeated trials
 Evidence
The student will:
 Recognize examples of physical properties of solids, liquids, and gases
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Benchmarks
Fusion
Resources
Additional
Resources
Key Ideas and
Misconceptions
SC.5.P.8.2 Investigate and identify
materials that will dissolve in water
and those that will not and identify
the conditions that will speed up or
slow down the dissolving process.
SC.5.P.8.3 Demonstrate and explain
that mixtures of solids can be
separated based on observable
properties of their parts such as
particle size, shape, color, and
magnetic attraction.
SC.5.P.9.1 Investigate and describe
that many physical and chemical
changes are affected by
temperature.
SC.5.N.1.1 Define a problem, use
appropriate reference materials to
support scientific understanding,
plan and carry out scientific
investigations of various types such
as: systematic observations,
experiments requiring the
identification of variables, collecting
and organizing data, interpreting
data in charts, tables, and graphics,
analyze information, make
predictions, and defend
conclusions.
SC.5.N.1.3 Recognize and explain
the need for repeated experimental
trials.
SC.5.N.1.4 Identify a control group
and explain its importance in an
experiment.
SC.5.N.1.5 Recognize and explain
that authentic scientific
investigation frequently does not
 Fusion pg 172-173,
179-186, 188-192
(physical and chemical
changes)
 TE 193A How can
temperature change
matter
Misconceptions
 CPALMS
SC.5.P.8.2
SC.5.P.8.3
SC.5.P.9.1
Content Limits based
on DOE Assessments
*Do NOT need to
understand solute,
solvent, solution, or
catalyst
*Do NOT need to
distinguish between
solutions and other types
of mixtures
*Do NOT need to identify
test (independent) vs
Students may think that
solutions and mixtures are
completely different
Key Ideas

Some materials dissolve in
 ScienceSaurus pg 258water and others do not
266
 Stirring, adding or
 Fusion pg 195-201,
 Page Keeley
204-206, 208 (mixtures Sugar Water Vol 4 pg 11
and solutions)
*skip pg 206 question #2  LEAFS Lab Nature of
Matter
 TE 195A Does it
dissolve

 KS2 Bitesize Changes
removing heat, and/or
changing surface area will
change how fast a
substance dissolves
 Mixtures of solids can be
separated based on
physical properties
 Temperature affects
physical and chemical
changes
 Identifying variables
 Interpreting data
 Defend conclusions
 A control group is needed
to compare results to a
typical example
Vocabulary






Physical changes
Chemical changes
Dissolve
Surface area
Control group
Variables
parallel the steps of "the scientific
method."
SC.5.N.2.1 Recognize and explain
that science is grounded in
empirical observations that are
testable; explanation must always
be linked with evidence.
SC.5.N.2.2 Recognize and explain
that when scientific investigations
are carried out, the evidence
produced by those investigations
should be replicable by others.
outcome (dependent)
variables
Subject: 5th grade Science
Standards: SC.5.P.8.2 (dissolving), P.8.3 (separating mixtures), P.9.1 (temp affecting changes), N.1.1, N.1.3, N.1.4, N.1.5, N.2.1, N.2.2
Topic (Keywords): Changes in Matter
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Design and conduct an investigation that will maximize how fast a material dissolves in a given liquid.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will: investigate physical and chemical changes to matter
 Identify through investigation, materials that will dissolve in water and those that will not (P.8.2)
 Identify through investigation, the conditions that will speed up or slow down the dissolving process. (P.8.2)
 Demonstrate that mixtures of solids can be separated based on observable properties (ex. particle size, shape, color, and magnetic attraction)
(P.8.3)
 Explain how mixtures of solids can be separated based on observable properties (ex. particle size, shape, color, and magnetic attraction) (P.8.3)
 Describe through investigation, that many physical and chemical changes are affected by temperature (P.9.1)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:
 Physical changes
 Chemical changes
 Dissolve
 Surface area
 Control group
 Variables
The student will:
 Recognize examples of physical and chemical changes.
 Recognize that not all materials will dissolve in water.
 Identify ways to separate mixtures based on properties
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit: Forms of Energy
Weeks 7-8
Fusion
Resources
Key Ideas and
Misconceptions
Benchmarks
SC.5.P.10.1 Investigate and
describe some basic forms of
Additional
Resources
Misconceptions
energy, including light, heat,
sound, electrical, chemical, and
mechanical.
SC.5.P.10.2 Investigate and
explain that energy has the
ability to cause motion or create
change.
SC.5.N.1.1 Define a problem,
use appropriate reference
materials to support scientific
understanding, plan and carry
out scientific investigations of
various types such as:
systematic observations,
experiments requiring the
identification of variables,
collecting and organizing data,
interpreting data in charts,
tables, and graphics, analyze
information, make predictions,
and defend conclusions.
SC.5.N.1.3 Recognize and
explain the need for repeated
experimental trials.
 Fusion pg 229-231, 234239
 TE 244A Art Connection
Content Limits based on
DOE Assessments
*Teachers will want to review
3rd grade Light standards for
Fair Game Content (3.P.10.3,
3.P.10.4, 3.P.11.1, 3.P.11.2)
*Teachers will want to review
4th grade Sound standards for
Fair Game content (4.P.10.3)
*Teachers will want to review
4th grade Heat standards for Fair
Game content (4.P.11.1,
4.P.11.2)
*Types of energy are limited to
light, heat (thermal), sound,
electrical, chemical, and
mechanical (not potential and
kinetic)
*Term “refract” can be replaced
with “bend”
SC.5.N.1.4 Identify a control
group and explain its
importance in an experiment.
SC.5.N.1.5 Recognize and
explain that authentic scientific
 CPALMS
SC.5.P.10.1
SC.5.P.10.2

Key Ideas
 Mechanical energy is the
 ScienceSaurus pg
284-285
 eSchools Today
Energy (goes beyond
Students may think that
energy can be “used up”

energy of motion. An
object in motion or one
that CAN move has
mechanical energy.
Common examples of
chemical energy are food
and batteries
content limits but those
parts can be easily skipped) Vocabulary
 Electrical energy
 Chemical energy
 Mechanical energy
 PhET Energy forms
and Changes (click on
Energy Systems and
Energy Symbols to model
different types of energy)
investigation frequently does
not parallel the steps of "the
scientific method."
SC.5.N.2.1 Recognize and
explain that science is grounded
in empirical observations that
are testable; explanation must
always be linked with evidence.
Subject: 5th grade Science
Standards: SC.5.P.10.1 (Forms of Energy), P.10.2 (Energy causes motion or change), N.1.1, N.1.3, N.1.4, N.1.5, N.2.1
Topic (Keywords): Forms of Energy
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Apply the understanding of energy to design an investigation that changes an object’s position without touching the object.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: investigate various forms of energy.
3.0


Describe through investigation, basic forms of energy. (P.10.1)
Explain through investigation, that energy has the ability to cause motion or create change (P.10.2)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Electrical energy
 Chemical energy
 Mechanical energy
2.0
The student will:
 Recognize sound and light as forms of energy
 Recognize that objects in motion have energy.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit: Electricity
Weeks 9-11
Fusion
Resources
Benchmarks
SC.5.P.10.3 Investigate and explain
that an electrically-charged object
can attract an uncharged object
and can either attract or repel
another charged object without any
contact between the objects.
SC.5.P.10.4 Investigate and explain
that electrical energy can be
transformed into heat, light, and
sound energy, as well as the
energy of motion.
SC.5.P.11.1 Investigate and
illustrate the fact that the flow of
electricity requires a closed circuit
(a complete loop).
SC.5.P.11.2 Identify and classify
materials that conduct electricity
and materials that do not.
SC.5.N.1.2 Explain the difference
between an experiment and other
types of scientific investigation.

Fusion pg 250-251 (static
electricity)

TE 247A Static Cereal

Fusion pg 264-267
(Electrical energy
transformation)


Fusion pg 285-291, 297298 (circuits)
TE pg 283A What is an
electric circuit
Content Limits based
on DOE Assessments
*Do NOT need to know the
difference between a series
and parallel circuit.
*Positive and negative charges
in terms of static electricity
only
*Do NOT need to know that
electricity is the flow of
electrons
Additional
Resources
 CPALMS
SC.5.P.10.3
SC.5.P.10.4
SC.5.P.11.1, 5.P.11.2
 ScienceSaurus pg
295-303
 PhET Sim
John Travoltage
Balloons and Static Electricity
Circuit Construction
 Page Keeley Probe
Batteries, Wires, and Bulbs,
Key Ideas and
Misconceptions
Misconceptions
 Students think that
electricity gets “used up”
Key Ideas





Vol 3, pg 57
How will the balloons move,
Phys Sci Elec & Mag, pg 19

ETA Kits Pure Power
(3rd grade) Circuit
Strength (pg 17) and
Electromagnetic Effect
(pg 22)

Vocabulary






th
Charged objects can
attract uncharged objects
Charged objects can
attract or repel charged
objects
Electrical energy can be
changed into other forms
of energy
Electricity will only flow
through a closed/complete
circuit
Some materials conduct
electricity and others do
not
Experiments involve
variables and controls,
investigations do not
Electrically charged object
Transform
Circuit
Conduct
Experiment
Investigation
Subject: 5 grade Science
Standards: SC.5.P.10.3 (charged objects), P.10.4 (electricity turned into other energy), P.11.1 (closed circuit), P.11.2 (electrical
conductors), N.1.2 (experiment vs investigation)
Topic (Keywords): Electricity
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Design a model that transforms electrical energy into multiple other forms of energy.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: investigate electrical energy and its applications
3.0





Explain through investigation, that an electrically charged object can attract an uncharged object without any contact. (P.10.3)
Explain through investigation, that an electrically charged object can either attract or repel another charged object without any contact. (P.10.3)
Explain through investigation, that electrical energy can be transformed into heat, light, sound, and mechanical energy. (P.10.4)
Illustrate through investigation, the fact that the flow of electricity requires a closed circuit. (P.11.1)
Classify materials that conduct electricity and materials that do not. (P.11.2)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Electrically charged object
 Transform
 Circuit
 Conduct
 Experiment
 Investigation
2.0
The student will:
 Recognize when an object is attracted to or repelled by another object.
 Recognize examples of heat, light, sound, and mechanical energy.
 Identify whether a circuit is open or closed.
 Recognize examples of materials that electricity travels through.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit: Force and Motion
Benchmarks
SC.5.P.13.1 Identify familiar forces that
cause objects to move, such as pushes
or pulls, including gravity acting on
falling objects.
SC.5.P.13.2 Investigate and describe
that the greater the force applied to it,
the greater the change in motion of a
given object.
SC.5.P.13.3 Investigate and describe
that the more mass an object has, the
less effect a given force will have on
the object's motion.
SC.5.P.13.4 Investigate and explain
that when a force is applied to an
object but it does not move, it is
because another opposing force is
being applied by something in the
environment so that the forces are
balanced.
SC.5.N.1.1 Define a problem, use
appropriate reference materials to
support scientific understanding, plan
and carry out scientific investigations
of various types such as: systematic
observations, experiments requiring
the identification of variables,
collecting and organizing data,
interpreting data in charts, tables, and
graphics, analyze information, make
predictions, and defend conclusions.
SC.5.N.1.3 Recognize and explain the
need for repeated experimental trials.
Fusion
Resources
Additional
Resources
 CPALMS
 TE pg 305A On a Roll
SC.5.P.13.1
SC.5.P.13.2, P.13.3
 TE 323A How do forces
SC.5.P.13.4
effect motion
 Digital Lab What are
balanced and
unbalanced forces
Content Limits based
on DOE Assessments
*Familiar forces are push,
pull, friction, magnetic,
and gravity
Key Ideas and
Misconceptions
Misconceptions
 Fusion pg 305-322
 Digital Lab How do
forces effect motion
Weeks 12-14
 ScienceSaurus pg
268-271, 274-279
 Page Keeley probe
Talking about forces, Phys Sci
Force and Motion, pg 71
Does it have to touch, Phys
Sci Force and Motion, pg 75

Key Ideas




 LEAFS Lab Force and
Motion

*Friction only as
resistance to movement
*Conceptual
understanding of force,
Students may think that
an object at rest has no
force acting on it
Forces cause objects to
move and there are many
types of pushes and pulls
The more force acting on
an object, the bigger the
change in its motion
The more mass an object
has, the less effect a force
will have on its motion
An object that is not
moving has forces acting
on it, the forces are
balanced though. If the
forces become
unbalanced, the object
will move
Identifying variables
(another good opportunity
to review)
Vocabulary


Balanced force
Unbalanced force
SC.5.N.1.4 Identify a control group and
explain its importance in an
experiment.
SC.5.N.1.5 Recognize and explain that
authentic scientific investigation
frequently does not parallel the steps
of "the scientific method."
SC.5.N.2.1 Recognize and explain that
science is grounded in empirical
observations that are testable;
explanation must always be linked with
evidence.
SC.5.N.2.2 Recognize and explain that
when scientific investigations are
carried out, the evidence produced by
those investigations should be
replicable by others.
mass, motion
relationships (NO
Newton’s Laws)
*Conceptual
understanding of speed
(NO calculations)
*Balanced or unbalanced
forces but NOT net force
Subject: 5th grade Science
Standards: SC.5.P.13.1 (familiar forces), P.13.2 (force vs motion), P.13.3 (mass vs motion), P.13.4 (balanced and unbalanced forces),
N.1.1, N.1.3, N.1.4, N.1.5, N.2.1, N.2.2
Topic (Keywords): Force and Motion
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Design and conduct an experiment that supports the relationship between force, mass, and motion.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: explain the interconnectedness between force and motion.
3.0




Identify familiar forces that cause objects to move. (P.13.1)
Describe through investigation, how changing the amount of force applied, changes the effect on the motion of an object. (P.13.2)
Describe through investigation, how the mass of an object determines the effect a given force will have on the object’s motion. (P.13.3)
Explain through investigation, how balanced forces effect motion. (P.13.4)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
 Balanced force
 Unbalanced force
2.0
The student will:
 Recognize that not all forces are equal.
 Recognize that the effect of a force is related to an object’s mass.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0
Even with help, no understanding or skill demonstrated
Unit: Solar System
Fusion
Resources
Benchmarks
SC.5.E.5.1 Recognize that a galaxy
consists of gas, dust, and many
stars, including any objects orbiting
the stars. Identify our home galaxy
as the Milky Way.
SC.5.E.5.2 Recognize the major
common characteristics of all
planets and compare/contrast the
properties of inner and outer
planets.
SC.5.E.5.3 Distinguish among the
following objects of the Solar
System -- Sun, planets, moons,
asteroids, comets -- and identify
Earth's position in it.
SC.5.N.1.2 Explain the difference
between an experiment and other
types of scientific investigation.
SC.5.N.1.6 Recognize and explain
the difference between personal
opinion/interpretation and verified
observation.

TE 63A Make a Scale
model

Fusion pg 63-80, 86-87
(first paragraph only),

Digital Lab How do we
observe objects in the
solar system
Content Limits based on
DOE Assessments
*Teachers will want to revisit
3rd grade standards related to
Stars as Fair Game content
(3.E.5.1, 3.E.5.2, 3.E.5.3)
*Teachers will want to revisit
4th grade standards related to
the Earth-Moon-Sun as Fair
Game content (4.E.5.1,
4.E.5.2, 4.E.5.3, 4.E.5.4)
*Properties of planets are
surface composition (mostly
solid or gas), presence of an
atmosphere, size, relative
position to the Sun, presence
of moons or rings, relative
temperature, relative length of
a year.
Weeks 15-17
Additional
Resources
Key Ideas and
Misconceptions
Misconceptions
 CPALMS
SC.5.E.5.1
SC.5.E.5.2, 5.E.5.3
 ScienceSaurus pg
226-235
 Star Lab (contact
Rachel HallettNjuguna to reserve)


Key Ideas





 Page Keeley
What’s inside our solar
system, Astronomy, pg
147
 Content literacy
Dwarf Planet DBQ
Students may think that Earth is
the largest planet or that all
planets are similar in size to Earth
Students may think the Sun is the
largest star

Our galaxy is the Milky Way
Galaxies are made of gas, dust,
stars, and the objects orbiting
those stars
Understand general properties of
all 8 planets
Inner planets are small, have
relatively thin atmospheres, few or
no moons.
Outer planets are large, have thick
atmospheres, many moons, and
rings
Understand differences between
Sun, planets, moons, asteroids,
and comets
Vocabulary
 Asteroid
 Galaxy
 Comet
 Milky Way Galaxy
 Inner Planet
 Opinion
 Outer Planet
 Observation
Subject: 5th grade Science
Standards: SC.5.E.5.1 (Galaxies), E.5.2 (Inner vs Outer Planets), E.5.3 (Solar system objects), N.1.2, N.1.6
Topic (Keywords): Solar System
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0

Research to explain using evidence, the reasons why the inner and outer planets have different characteristics/properties.
No major errors or omissions regarding the score 4.0 content
In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.5
The student will: be able to compare and contrast the properties of objects in space
3.0





Recognize the components of galaxy (E.5.1)
Recognize the characteristics/properties of the planets in our solar system (E.5.2)
Compare and contrast the characteristics/properties of the inner and outer planets (E.5.2)
Distinguish among the Sun, planets, moons, asteroids, and comets (E.5.3)
Identify Earth’s position in the Solar System (E.5.3)
No major errors or omissions regarding the score 3.0 content (simple or complex)
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.5
The student recognizes and describes specific terminology such as:




2.0
Asteroid
Comet
Inner Planet
Outer Planet




Galaxy
Milky Way Galaxy
Opinion
Observation
The student will:


Identify our home galaxy as the Milky Way
Classify planets as either inner or outer.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5
1.0
Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.5
0.0
Even with help, no understanding or skill demonstrated
Unit: Water Cycle
Benchmarks
Fusion
Resources
SC.5.E.7.1 Create a model to
 Fusion pg 99-112
explain the parts of the water
cycle. Water can be a gas, a liquid,
 TE 113A What
or a solid and can go back and
forth from one state to another.
happens during the
SC.5.E.7.2 Recognize that the
water cycle (or similar
ocean is an integral part of the
activity)
water cycle and is connected to all
of Earth's water reservoirs via
 Digital Lesson What is
evaporation and precipitation
the Water Cycle (skip
processes.
Slide 3)
SC.5.E.7.4 Distinguish among
the various forms of
precipitation (rain, snow, sleet,  Digital Lab What
and hail), making connections to
happens during the
the weather in a particular place
Water Cycle
and time.
SC.5.N.1.2 Explain the difference
Content Limits based
between an experiment and other
on DOE Assessments
types of scientific investigation.
SC.5.N.1.6 Recognize and explain
the difference between personal
opinion/interpretation and verified
observation.
*Do NOT need to cover
Transpiration, Percolation, or
Infiltration within the Water
Cycle
Weeks 18-19
Additional
Resources
Key Ideas and
Misconceptions
Misconceptions
 CPALMS
SC.5.E.7.1, 5.E.7.2,
5.E.7.4
 ScienceSaurus pg
187-189
 Page Keeley Probe



Key Ideas

Wet Jeans, Vol 1, pg
155
What are clouds made
of, Vol 3, pg 155
Where did the water
come from, Vol 3, pg
163
Students may think that
water disappears when it
evaporates
Students may think we get
“new” water when it rains
Students may think that salt
does not evaporate with
ocean water

Rain Fall, Vol 3, pg 171
 Content Literacy
Water cycle is made up of
several steps including
evaporation (surface water
changing to a gas and
rising), condensation (water
vapor cooling to form clouds
of water), and precipitation
(release of water as rain,
snow, etc…)
All the water on Earth is all
the water there will be on
Earth (ie raining doesn’t not
add more water)
Gators in your Tub DBQ Vocabulary




Sleet
Hail
Snow
Water cycle
Subject: 5th grade Science
Standards: SC.5.E.7.1 (Water Cycle model), E.7.2 (Ocean and Water Cycle), E.7.4 (Precipitation), N.1.2, N.1.6
Topic (Keywords): Water Cycle
4.0
3.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Design an investigation to demonstrate the processes of the water cycle.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: be able to create a model of the water cycle including the ocean.
 Explain the water cycle as the process of water changing state (solid, liquid, gas) (E.7.1)
 Recognize the ocean is connected to all other bodies of water through evaporation and precipitation (E.7.2)
 Distinguish among various forms of precipitation (rain, sleet, snow, hail) (E.7.4)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0
1.0
0.0




Sleet
Hail
Snow
Water Cycle
The student will:
 Describe the processes of evaporation, condensation, and precipitation
 Recognize that the ocean is part of the water cycle
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
Unit: Weather and Climate
Benchmarks
SC.5.E.7.3 Recognize how air
temperature, barometric pressure,
humidity, wind speed and direction,
and precipitation determine the
weather in a particular place and time.
SC.5.E.7.4 Distinguish among the
various forms of precipitation (rain,
snow, sleet, and hail), making
connections to the weather in a
particular place and time.
SC.5.E.7.6 Describe characteristics
(temperature and precipitation) of
different climate zones as they relate
to latitude, elevation, and proximity to
bodies of water.
SC.5.E.7.7 Design a family
preparedness plan for natural
disasters and identify the reasons for
having such a plan.
SC.5.N.1.2 Explain the difference
between an experiment and other
types of scientific investigation.
SC.5.N.1.6 Recognize and explain the
difference between personal
opinion/interpretation and verified
observation.
SC.5.N.2.1 Recognize and explain that
science is grounded in empirical
observations that are testable;
explanation must always be linked with
evidence.
Fusion
Resources
 Fusion 115-129, 132135
 TE 127A Make a
model Tornado
 TE 140A Evacuation
Plan
 Fusion pg 143-156
(skip #3 on pg 154)
 Digital Lesson How do
we Measure Weather
(Slide 3 optional, Clouds
on Slide 7 are deceptive –
labels Cumulonimbus
cloud as Stratus)
 Digital Lesson What
factors affect Climate
(can skip Slide 5 because
it discusses adaptations
which are covered later)
Additional
Resources
Weeks 20-22
Key Ideas and
Misconceptions
Misconceptions
 CPALMS
SC.5.E.7.3, 5.E.7.4
SC.5.E.7.6
SC.5.E.7.7
 ScienceSaurus pg
200-208, 210-217
 LEAFS Lab
Weather
 FEMA Kids


Students may think that
all locations within a
climate zone always have
the same conditions
Key Ideas
 Weather is determined by
many factors including
temperature, air pressure,
humidity, wind speed and
direction, and precipitation
 Climate zones are
determined by long term
patterns of temperature
and precipitation which
are the result of latitude,
elevation, and proximity to
water
ETA Kits Global
Changes (4th grade) Vocabulary
Ever-Changing
Weather (pg 23) and
What’s the Weather
(pg 29)







Air Pressure
Latitude
Humidity
Elevation
Climate
Natural Disaster
Wind Speed
Content Limits based
on DOE Assessments
*Do NOT need to know the
difference between climate
and weather
*Types of clouds only as they
relate to weather (cumulous,
stratus, cirrus,
cumulonimbus)
*Climate zones limited to
polar, tropical, temperate
*Do NOT need to cover warm
and cold fronts
*Use “air pressure” rather
than “barometric pressure”
Subject: 5th grade Science
Standards: SC.5.E.7.3 (Weather measurements), E.7.4 (Precipitation, cont.), E.7.6 (Climate Zones), E.7.7 (Preparedness), N.1.2, N.1.6,
N.2.1
Topic (Keywords): Weather and Climate
4.0
3.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
 Research weather-related natural disasters to create a correlation between the event and the location.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: be able to recognize the factors that affect weather and climate.
 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a
particular place and time. (E.7.3)
 Make connections between weather and the type of precipitation (E.7.4)
 Describe characteristics of different climate zones (including latitude, elevation, and proximity to bodies of water) (E.7.6)
 Design and justify a family preparedness plan for natural disasters (E.7.7)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:




2.0
1.0
0.0
Air Pressure
Humidity
Climate
Wind Speed



Latitude
Elevation
Natural Disaster
The student will:
 Record the weather related data such as temperature, pressure, wind speed and direction, humidity, and precipitation
 Describe the difference between weather and climate
 Identify weather-related natural disasters
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and
processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
Unit: Plants, Animals, and the Environment Weeks 23-25
Benchmarks
SC.5.E.7.5 Recognize that some of the
weather-related differences, such as
temperature and humidity, are found
among different environments, such
as swamps, deserts, and mountains.
SC.5.L.15.1 Describe how, when the
environment changes, differences
between individuals allow some plants
and animals to survive and reproduce
while others die or move to new
locations.
SC.5.L.17.1 Compare and contrast
adaptations displayed by animals and
plants that enable them to survive in
different environments such as life
cycles variations, animal behaviors
and physical characteristics.
SC.5.N.1.6 Recognize and explain the
difference between personal
opinion/interpretation and verified
observation.
Fusion
Resources
 Fusion pg 421-468
(environments and
animal adaptations)
 TE 453A Test the
Waters
 Fusion pg 393-410
(changes in the
environment)
 Digital Lesson How do
Environmental
Changes affect
Organisms
 Digital Lesson What is
Adaptation
 Digital Lab Why do
SC.5.N.2.1 Recognize and explain that
Bird Beaks Differ
science is grounded in empirical
observations that are testable;
explanation must always be linked
with evidence.
 Digital Lesson What
are Some Adaptations
to Life on Land
(optional)
Additional
Resources
 CPALMS
SC.5.E.7.5
SC.5.L.15.1
SC.5.L.17.1
Key Ideas and
Misconceptions
Misconceptions
 Students may believe that
polar bears and penguins
live together
 Students may think that
plants do not respond to
 ScienceSaurus pg 76their environment
77, 88-95
 Students may think that
all extinctions happened
 Page Keeley Probes
long ago
Adaptation, Vol 4, pg 133
Changing Environment, Life Key Ideas
Sci, pg 109
 Living parts of the
No More Plants, Life Sci, pg
environment are effected
103
by the weather
 Animals and plants are
adapted to live in specific
 LEAFS Lab Plant and
environments
Animal Adaptations
 When the environment
changes, some plants and
 Content Literacy
animals are able to
Bears, Biomes, and
survive while others do
Climate CER
not.

ETA Kits Friend or
Vocabulary
th
Foe (5 grade) Flock  Adaptation
 Variations
Together (pg 23)
Content Limits based
on DOE Assessments
*Teachers will want to review
4th grade Inherited vs
Learned standards for Fair
Game Content (4.L.16.2
4.L.16.3)
*Teachers will want to review
3rd and 4th grade Seasonal
Changes standards for Fair
game content (3.L.17.1,
4.L.17.1)
*Environments may include
desert, grassland, rainforest,
tundra, wetland
Subject: 5th grade Science
Standards: SC.5.E.7.5 (Weather-related differences), L.15.1 (Environmental changes), L.17.1 (Animal adaptations), N.1.6, N.2.1
Topic (Keywords): Plants, Animals, and the Environment
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:

4.0
Select a common plant or animal. Research and predict what adaptations that plant or animal would have to undergo if it was
moved to another environment.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: be able to compare and contrast environments and the animals and plants living within each environment.
3.0



Recognize that some weather-related differences are found in different environments. (E.7.5)
Compare and contrast adaptions displayed by animals and plants that enable them to survive in different environments. (L.17.1)
Describe how some individual plants and animals are better adapted to changes in their environment. (L.15.1)
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:


2.0
1.0
0.0
Adaptation
Variations
The student will:



Identify different environments.
Identify plants and animals that live within those environments.
Identify seasonal changes in environments.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the
more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and
processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
Unit: Plants and Animal Structure
Benchmarks
SC.5.L.14.1 Identify the organs in the
human body and describe their
functions, including the skin, brain,
heart, lungs, stomach, liver,
intestines, pancreas, muscles and
skeleton, reproductive organs,
kidneys, bladder, and sensory
organs.
SC.5.L.14.2 Compare and contrast the
function of organs and other physical
structures of plants and animals,
including humans, for example: some
animals have skeletons for support -some with internal skeletons others
with exoskeletons -- while some
plants have stems for support.
SC.5.N.1.2 Explain the difference
between an experiment and other
types of scientific investigation.
Fusion
Resources
 Fusion pg 335-347,
353-359, 362-365,
371-373, 376-380
*focus only on the organs and
their functions, and the
comparison to other animals and
plants
Content Limits based on
DOE Assessments
*Teachers will want to review
the 3rd grade Plant standards as
Fair Game Content (3.L.14.1,
3.L.14.2)
*Teachers will want to review
the 4th grade Plant standards as
Fair Game Content (4.L.16.1,
4.L.16.4)
*Do NOT cover body systems or
parts of organs
*Comparison of plant and
animal structure and/or function
are limited to skin to plant
covering, skeleton to stem,
reproductive organs to flower.
Additional
Resources
 Big Books
 CPALMS
SC.5.L.14.1
SC.5.L.14.2
 ScienceSaurus pg
106-125
Weeks 26-28
Key Ideas and
Misconceptions
Misconceptions
 Students may think that
blood within the body is
blue
Key Ideas


 LEAFS Lab
Structure of Living
Things
 BBC Organs Puzzle
(good interactive
model)
Major organs have specific
functions (organ systems
are NOT appropriate for
this grade level)
Animal skeletons function
like plant stems, Animal
skin functions like plant
covering, animal and plant
reproductive organs have
similar function
Vocabulary








Gills
Liver
Intestines
Pancreas
Testes
Ovaries
Kidneys
Bladder
Subject: 5th grade Science
Standards:
SC.5.L.14.1 (Human Body-Organs), L.14.2 (Plant vs Animal organs), N.1.2
Topic (Keywords): Plant and Animal Structure
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard
The student will:
4.0

Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help
them survive, grow, and meet their needs.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
The student will: be able to compare and contrast the function and structures within animals and plants.
3.0



Describe the function of the organs* in the human body. (L.14.1)
Describe the function of the organs and other physical structures* in other animals and plants. (L.14.2)
Compare and contrast the function of organs and other physical structures of plants to those of animals. (L.14.2)
*Animal organs and physical structures are limited to: brain, heart, lungs, gills, stomach, liver, intestines, pancreas, muscles, bones, exoskeleton, testes, ovaries, kidneys,
bladder, skin or body covering, eyes, ears, nose, and tongue.
*Plant structures are limited to: flower, fruit, leaf, root, seed, and spore.
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
The student recognizes and describes specific terminology such as:
2.0








Gills
Liver
Intestines
Pancreas
Testes
Ovaries
Kidneys
Bladder
The student will:


Identify the major organs and physical structures in the human body, other animals, and plants.
Identify related structures and organs in plants and animals.
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.0
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
Even with help, no understanding or skill demonstrated
Unit: Fair Game Content
th
(not directly related to any 5 grade content)
Benchmarks
Rocks and Minerals
4.E.6.2
4.E.6.1
Fusion Resources
Fusion Online 4th Grade
Additional Key Ideas and
Resources Misconceptions
CPALMS
SC.4.E.6.2
SC.4.E.6.1
Misconceptions

Digital Lesson What are Minerals

Digital Lab What are Properties of Minerals

Digital Lesson How can rocks be classified
(only do slides 1-3)

Content Limits based on DOE Assessments

Fusion Online 4th Grade

Digital Lesson How do weathering and erosion
shape Earth’s surface (do not need to focus on
deposition)

(none identified)
Key Ideas
* Items will not assess the identification of a specific
mineral based on its properties.
*Items addressing common minerals are limited to
quartz, feldspar, mica, calcite, talc, pyrite, and
graphite.
*Items will not require the identification of specific
mineral composition of any type of rock. *Items will
not require knowledge of Moh’s hardness scale. Items
will not assess the rock cycle.
Weathering and
Erosion
4.E.6.4
Weeks 29-30

CPALMS
SC.4.E.6.4
SC.4.L.17.4
Students do NOT need to
understand the Rock
Cycle at this level
Classifying minerals
based on properties
General information on
the formation of rocks
Misconceptions
 Students often confuse
weathering and erosion
Key Ideas
 Erosion is the transport
of material from one
place to another
 Weathering is the
breaking down of
material
Renewable and
Nonrenewable
energy
4.E.6.3
4.E.6.6
Fusion Online 4th Grade
 Digital Lesson Which Resources are found in
Florida
CPALMS
SC.4.E.6.3
SC.4.E.6.6
Misconceptions

Key Ideas


Magnets
4.P.8.4
Fusion Online 4th Grade

Digital Lesson What are Magnets (skip slides 5
and 7)

Digital Lab How do Magnets attract Objects
CPALMS
SC.4.P.8.4
(none identified)
Common examples of
renewable and nonrenewable resources
Florida has specific
natural resources
Misconceptions

Students sometimes
confuse “mass” with
“weight”
Key Ideas


Magnets attract or repel
some objects
Magnets attract or repel
other magnets
Unit: Post-FCAT Content
Weeks 31-36
Benchmarks
SC.5.N.1.1 Define a problem,
use appropriate reference
materials to support scientific
understanding, plan and carry
out scientific investigations of
various types such as:
systematic observations,
experiments requiring the
identification of variables,
collecting and organizing data,
interpreting data in charts,
tables, and graphics, analyze
information, make predictions,
and defend conclusions.
*Suggestion is to have students complete a self-directed,
inquiry-style experiment. Encourage them to select a topic
from the 5th grade curriculum that they would like to explore
further and then allow them to plan, conduct, and present
their experiment. Good opportunity to discuss researching
information and peer review.