Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.1.A-1

5.1.A-2

5.1.A-3

5.1.A-4

5.1.B-1

5.1.B-2

5.1.C-1

5.1.C-2

5.2.A-1

5.2.B-1

Students will be able to:

• raise questions about the world around them and seek answers through observations and experimentation.

• keep records that describe observations and experimentation.

• utilize problem-solving strategies.

• develop skills for gathering information and utilizing tools/technology.

• provide an explanation of procedure(s) in experimentation.

• Science 2006 New Jersey – Scott Foresman – Safety Kit – Unit 18 “Technology In Our Lives”

• The Complete Book of Science – American Ed Publishing – Scientific Method pgs. 4-6

• Just the Facts: Inventions and Discoveries – School Specialty Publishing

• Skill Building Science – Carson and Dellosa – A Guide to Experimental Design – pgs. 5-14

• See Attachment I

5.3.A-1

5.3.A-2

5.3.A-3

5.3.B-1

5.3.B-2

5.3.C-1

5.3.D-1

5.4.A-1

5.4.B-1

5.4.C-1

5.4.C-2

5.4.C-3

Students will be able to:

• conduct science activities with an awareness of possible hazards and need for safety.

• explore scientists/inventors and investigate their contributions to the fields of science and technology.

• use mathematics in problem solving and experimentation.

• work with graphs, tables, and charts to record and evaluate.

• differentiate between natural occurrence and that designed to solve human problems.

• describe product(s) or device(s) in terms of the problem it solves or need met.

• design/plan and select materials suitable to construct a simple device.

• Science 2006 New Jersey – Scott Foresman – Safety Kit – Unit 18 “Technology In Our Lives”

• The Complete Book of Science – American Ed Publishing – Scientific Method pgs. 4-6

• Just the Facts: Inventions and Discoveries – School Specialty Publishing

• Skill Building Science – Carson and Dellosa – A Guide to Experimental Design – pgs. 5-14

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.5.A-5-1

5.5.A-5-2

5.5.B-5-1

5.5.B-5-2

5.5.C-5-1

Students will be able to:

• identify and describe the structure and function of cell parts.

• explain how systems of the human body are interrelated and regulate the body’s internal environment.

• compare and contrast acquired and inherited characteristics in humans and other species.

• describe life cycles of humans and other organisms.

• Science: A Closer Look – Grade 5 – MacMillan/McGraw Hill

• Chapter 1 - Cells and Kingdoms

• Chapter 2 - Parents and Offspring

• Science – Grade 5 – Houghton Mifflin

• Unit A: The Life Processes – Units 1-3

• Science 2006 New Jersey – Scott Foresman

• Module A – Life

• Chapter 1 – Classifying Organisms

• Chapter 2 – Cells to Systems

• Chapter 3 – Human Body Systems

• The Complete Book of Science – American Ed Publishing

• The Human Body – page 12

• Genetics – page 113

• Cells – page 116

• The Human Body – Ideal

• Lab book/equipment/CD-Rom

• Life Science – Instructional Fair

• Inquiry Science - Frank Schaffer

• Skill Building Science – Carson and Dellosa

• Structure and Functions in Living Systems – page 86-96

• Science Cooperative Cards – Evan-Moor

• Living Things

• Structure and Function

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.10.A-5-1

5.10-A-5-2

5.10-B-5-1

5.10-B-5-2

Students will be able to:

• define ecosystem, community and biome.

• be able to construct and explain a food web.

• explain how organisms interact with other components of an ecosystem.

• identify habitats and niches.

• describe the natural processes that occur over time where direct human impact is minimal.

• describe the effect of human activities on various ecosystems.

• investigate and evaluate the impact of personal activities on the local environment.

• Science: A Closer Look – Grade 5 – MacMillan/McGraw Hill

• Chapter 3 – Interactions in Ecosystems

• Chapter 4 – Ecosystems and Biomes

• Science – Grade 5 – Houghton Mifflin:

• Unit B: Interactions Among Living Things – Units 4-5

• Science 2006 New Jersey – Scott Foresman

• Module A – Life

• Chapter 4 – Plants

• Chapter 5 – Interactions in Ecosystems

• Chapter 6 – Changes in Ecosystems

• Experience Science – Houghton Mifflin

• Module – Terrarium Habitats

• Science and Technology Kit (STC)

• Ecosystems

• FOSS Kit

• Environments

• The Complete Book of Science – American Ed Publishing

• Plants – page 125

• Food Chains – page 156

• Environments – page 174

• Life Science – Instructional Fair

• Field Trip to the Earth - Sunburst

• CD-Rom

• Earth – Sea – Rainforest

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.8.A

5.8.D

5.10.A

5.10.B

Students will be able to:

• record observations and describe features in local environment.

• investigate rocks and soils as well as their components (substances or minerals)

• observe and record the properties of soil and how it can affect living things.

• use maps to locate and identify Earth’s physical features.

• identify changes to the Earth’s surface due to (slow processes) erosion and weathering or (rapid processes) earthquakes and volcanoes.

• recognize the continual changing of Earth’s surface due to moving wind, water, and ice eroding or re-depositing soil.

• identify layers of the Earth.

• differentiate between natural resources that are renewable and those that are not.

• investigate how humans use resources.

• explore ways in which humans can utilize resources wisely.

• Science: A Closer Look – Grade 5 – MacMillan/McGraw Hill

• Chapter 5 – Our Dynamic Earth

• Chapter 6 – Protecting Earth’s Resources

• Science – Grade 5 – Houghton Mifflin:

• Unit C: Earth Systems – Units 6-8

• Science 2006 New Jersey – Scott Foresman

• Module B - Earth

• Chapter 9 – Earth’s Changing Surface

• Chapter 10 – Protecting Earth’s Resources

• Experience Science - Houghton Mifflin

• Module – Rocks, Erosion and Weathering

• Write About Earth Science – Frank Schaffer

• Inquiry Science - Frank Schaffer

• Earth and Space Science – Instructional Fair

• The Complete Book of Science - American Ed Publishing – Geology - pg. 187

• Just the Facts – Carson and Dellosa

• Earth and Space Science

• Rocks and Minerals – pgs. 10-25

• Weathering – pgs. 27-33

• Fossils - pgs. 34-40

• Plate Tectonics – pgs. 42-48

• Earthquakes – pgs. 49-56

• Volcanoes – pgs. 58-65

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.8.B

5.8.B-5-2

Students will be able to:

• recognize that air is a substance that surrounds us, takes up space, and moves around us as wind.

• recognize and identify sources of water (oceans, rivers, lakes, glaciers, etc.).

• observe and record weather changes and patterns (temperature, wind direction, precipitation).

• describe and illustrate the water cycle.

• investigate and utilize local weather forecasting.

• Science: A Closer Look – Grade 5 – MacMillan/McGraw Hill

• Chapter 7 – Weather Patterns

• Science – Grade 5 – Houghton Mifflin:

• Unit 9: Weather and Climate

• Science 2006 New Jersey – Scott Foresman

• Module B - Earth

• Chapter 7 – Water on Earth

• Chapter 8 – Weather Patterns

• Experience Science – Houghton Mifflin

• Module – Weather and Water

• Write About Earth Science – Frank Schaffer

• Inquiry Science – Frank Schaffer

• Earth Explorer - Sunburst

• CD-Rom

• Everything Weather

• Atmosphere and Weather - Mark Twain Publishing

• Meteorology

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.9.A-5-1

5.9.A-5-2

5.9.B-5-1

5.9.B-5-2

5.9.C-5-1

5.9.C-5-2

5.9.D

Students will be able to:

• demonstrate and explain how the motions of the Earth, Sun, and Moon define units of time (days).

• recognize that changes in the Earth’s position relative to the sun produces differing amounts of daylight seasonally.

• create/use models to demonstrate an understanding of the scale of the solar system that shows distance and size relationships among the Sun and planets.

• recognize that the Sun’s gravitational pull holds the planets.

• recognize that the sun’s gravitational pull holds the planets in their orbits and that the planets’ gravitational pull holds their moons in their orbits.

• utilize binoculars and telescopes to observe celestial objects.

• identify easily viewed constellations.

• observe and record changes in the night sky (constellations and planets).

• Science: A Closer Look – Grade 5 – MacMillan/McGraw Hill

• Chapter 8 – The Universe

• Science – Grade 5 – Houghton Mifflin

• Unit 10 – Earth and Its Moon

• Unit 11 – Exploring Space

• Science 2006 New Jersey – Scott Foresman

• Module D – Space and Technology

• Unit 16 – Stars and Galaxies

• Unit 17 – Earth in Space

• Experience Science – Houghton Mifflin

• Module – Exploring Space

• Write About Earth Science – Frank Schaffer

• Earth and Space Science – Instructional Fair

• Constellation Learning Cards – Instructional Fair

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.6.A-1

5.6.A-2

5.6.A-3

5.6.A-5

5.6.B-1

Students will be able to:

• understand that water can be a liquid, solid or gas and can transform from one to another state by heating or cooling.

• use the periodic table.

• recognize that about 100 different elements have been identified and most materials on Earth are made of a few of them.

• show that equal volumes of different substances usually have different masses.

• describe the properties of mixtures and solutions, including concentration and saturation.

• describe characteristics of physical properties such as boiling point, melting point, and solubility.

• recognize that property is independent of the amount of sample.

• observe evidence of a chemical change.

• Science: A Closer Look – Grade 5 – MacMillan/McGraw Hill

• Chapter 9 – Comparing Kinds of Matter

• Chapter 10 – Physical and Chemical Changes

• Science – Grade 5 – Houghton Mifflin

• Unit E: Kinds of Matter

• Chapter 12-14

• Science 2006 New Jersey – Scott Foresman

• Module C - Physical

• Chapter 11 – Matter and Its Properties

• Chapter 12 – Changes in Matter

• FOSS Kit

• Mixtures and Solutions

• Physical Science – Instructional Fair

• The Complete Book of Science – American Ed Publishing

• Elements, Compounds and Mixtures – page 257

• See Attachment I

Cumulative Progress Indicators

Major Outcome

Materials/Strategies

Assessments

5.7.A-5-1

5.7.A-5-2

5.7.A-5-3

5.7.B-5-1

5.7.B-5-2

5.7.B-5-3

Students will be able to:

• recognize that an object at rest will remain at rest and an object moving in a straight line at a steady speed will continue in a straight line at a steady speed unless a net (unbalanced) force acts on it.

• recognize that motion can be slowed/stopped by forces such as friction and air resistance.

• recognize that everything on or near the Earth is pulled toward the Earth’s center by gravitational force.

• explore the use of simple machines in every day life.

• compare and contrast kinetic and potential energy.

• explore how sounds are made and demonstrate.

• list the properties of light.

• recognize that heat flows through materials or across space from warmer objects to cooler ones.

• show/describe how thermal energy spreads.

• show that vibrations in materials can generate waves that can transfer energy from one place to another.

• recognize how electricity is produced.

• design an electric circuit to investigate the behavior of a system.

• Science: A Closer Look – Grade 5 – MacMillan/McGraw Hill

• Chapter 11 – Using Forces

• Chapter 12 – Using Energy

• Science – Grade 5 – Houghton Mifflin

• Unit F: Forms of Energy

• Chapters 15-18

• Science 2006 New Jersey – Scott Foresman

• Module C - Physical

• Chapter 13 – Forces In Motion

• Chapter 14 – Changing Forms of Energy

• Chapter 15 - Electricity

• Experience Science – Houghton Mifflin

• Module – Electricity

• Magnets and Electromagnetism

• Force and Motion – Ideal

• Lab Book/Equipment/CD-Rom

• Magnetism – Ideal

• Science Shelf Activities - Ideal

• Simple Machines

• The Complete Book of Science - American Ed Publishing

• Electric and Sound – page 282

• Physical Science- Instructional Fair

• Inquiry Science – Frank Schaffer

• See Attachment I