Kindergarten Science Curriculum MapThese are bundles of core ideas from the Georgia Standards of Excellence related to an anchoring phenomenon.

This document is part of a framework that includes lessons and resources.Instructional

SegmentPhysical Attributes Motion Living/Non-Living Earth Materials Time Patterns and Organisms

Estimated Time

7 weeks 7 weeks 6 weeks 7 weeks 9 weeks

Crosscutting Concepts

●Patterns●Scale, Proportion, and

Quantity

●Patterns●Cause and Effect●Energy and Matter●System and System Models

●Patterns●Energy and Matter●Structure and Function●Stability and Change

● Patterns● Energy and Matter● Structure and Function

● Patterns● Cause and Effect● System and System Models● Structure and Function

Anchoring Phenomenon

Aircraft Carrier Motion Animation Living Plant, Previously Living Plant, Fake Plant

Bucket Wheel Excavator Day and Night Time lapse, Mother and Baby Elephant Photo

Core Ideas ● Properties of Matter● Physical Attributes● Floating and Sinking

● Objects pull or push each other when they collide or are connected.

● Pushes and pulls can have different strengths and directions.

● Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.

● All animals need food to live and grow.

● Plants need water and light to live and grow.

● Animals can move around, but plants cannot.

● Living things can survive only where their needs are met.

● Living things exist in different places on land and in water.

● Rocks, soils, and sand● Plants and animals (including

humans) depend on the land, water, and air to live and grow.

● Living things need water, air, and resources from the land, and they try to live in places that have the things they need. (Will connect to life science.)

●Patterns of the motion of the Sun, moon, and stars in the sky, can be observed, described, and predicted.

●Some events on Earth occur in cycles, like day & night

●Animals and plants have different parts.●Plants and animals have predictable

characteristics at different stages of development. Plants and animals grow and change. Adult plants and animals can have young.

Science and Engineering

Practices

●Asking questions and defining problems

●Planning and carrying out investigation

●Constructing explanations and designing solutions

●Obtaining, evaluating, and communicating

●Planning and carrying out investigations

●Developing and using models●Engaging in argument from

evidence●Obtaining, evaluating, and

communicating

● Asking questions● Developing and using models● Planning and carrying out

investigations● Engaging in argument from

evidence● Obtaining, evaluating, and

communicating

●Asking questions●Planning and carrying out

investigations●Constructing explanations●Engaging in argument from

evidence●Obtaining, evaluating, and

communicating

● Asking questions● Developing and using models● Planning and carrying out

investigations● Engaging in argument from evidence● Obtaining, evaluating, and

communicating

GSE SKP1a, b, c SKP2a, b SKL1a, b SKE2a, b, c SKE1a, b; SKL2a, b, c

Georgia Department of Education December 2017

Kindergarten Mathematics Curriculum Map

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Unit 1: Lessons 1-6Unit 2: Lesson 7

Unit 2: Lessons 8-10Unit 3: Lessons 11-13Unit 4: Lessons 14-16

Unit 4: Lessons 17-20Unit 5: Lessons 21-25

Unit 6: Lesson 26-28Unit 7: Lessons 29-33

MGSEK.CC.3 MGSEK.CC.4 MGSEK.CC.5 MGSEK.CC.6 MGSEK.CC.7 MGSEK.OA.3

MGSEK.CC.3 MGSEK.CC.4 MGSEK.CC.5 MGSEK.CC.6 MGSEK.CC.7 MGSEK.OA.1 MGSEK.OA.2 MGSEK.OA.3MGSEK.OA.4 MGSEK.OA.5

MGSEK.CC.1 MGSEK.CC.2 MGSEK.CC.3 MGSEK.CC.5 MGSEK.OA.2 MGSEK.OA.5

MGSEK.NBT.1

MGSEK.MD.1 MGSEK.MD.2 MGSEK.MD.3 MGSEK.G.1 MGSEK.G.2 MGSEK.G.3 MGSEK.G.4 MGSEK.G.5 MGSEK.G.6

GSE Frameworks GSE Frameworks GSE Frameworks GSE Frameworks

Unit 1Unit 2Unit 5Unit 6

Unit 1Unit 2Unit 5Unit 6

Unit 1Unit 2Unit 5Unit 6

Unit 3Unit 4

1st Grade English Language Arts Curriculum MapPre-Unit 1 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 63 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks

Setting the Stage

What is Your Story?

Do You Know?

What do you think?

I want to Know

That’s MyOpinion

Show What you Know

(RF) RF1, RF2, RF3, RF4

(RF) RF1, RF2, RF3, RF4

(RF) RF3 RF4

(RF) RF3 RF4

(RF) RF3 RF4

(RF) RF3 RF4

(RF) RF3 RF4

(RL/RI) RL1, RL9 RL7

(RL/RI) RL1, RL2, RL9

RL3, RL6

(RL/RI)RL5

RI1, RI2, RI3, RI5, RI9 RI4, RI6, RI7

(RL/RI) RL1, RL2, RL9RL4

RI1, RI2RI8

(RL/RI)RL5

RI1, RI2, RI5, RI9 RI4, RI6, RI7

(RL/RI) RL1, RL2, RL9

RL4, RL6

RI1, RI2

(RL/RI) RL1, RL2, RL9

RL3, RL6, RL7

(W)W3W5, W6, W8

(W)W3W5, W6, W8

(W)W2W5, W6, W7

(W)W1W5, W6, W8

(W)W2W5, W6, W7

(W)W1W5, W6, W8

(W)W3W5, W6, W8

(L)L1j, L2a, b L1a, k, L2e, L5a

(L)L1b, j, L2a, b L1e, k, L2d, e, L5a

(L) L1b, f, J, L2a, L2c,

L5bL1h, L2d, e, L4a, L5c

(L)L1c, j, L2a, b, c

L1g, i, L2d, e, L4b, L5d

(L)L1c, e, g,

L2a, b, c, L5b

L1f, h, i,j, L2d, e, L4a, L5c

(L)L1c, e, g,j, L2a, b, c L1f, i, L2d, e, L4b, L5d

(L)L1c, e, i,

j, L2a, b, c, L5dL1d, f, L2d, e, L4c, L5a

(SL)SL1a

(SL) SL1a, SL2 SL3, SL4

(SL)SL1b, SL2SL3

(SL)SL1b, SL2SL3

(SL)SL1b, SL1cSL5

(SL)SL1b, SL1c

SL5

(SL) SL1c SL4, SL5

`GSE Science 1st Grade Pacing Guide

Instructional Segment:

Plants, Animals, and WeatherPlants and Animals Through the Year

Light and SoundWhat’s that sound? Do you see what I see?

Estimated Time

24 Weeks or throughout the year 8 Weeks

Crosscutting Concepts

● Patterns● Cause and Effect● Systems and System Models

● Patterns● Cause and Effect● Energy and Matter

Anchoring Phenomenon

Plants and animals change depending on seasons and weather conditions.Time Lapse video of Trees through a Year in 40 Seconds

Investigate light and sound understanding that objects that vibrate produce sound and light comes from many sources. Sounds and lights are also used to alert people. Utilize children’s literature dealing with musical instruments and their sounds. How Do I See?

Core Ideas ● Plants have different parts.● Plants and animals grow and change.● Basic needs of plants and animals● Interactions, energy and dynamics● Cycles of matter and energy transfer in

ecosystems● Ecosystem dynamics, functioning and resilience● Roles of water in Earth’s surface processes● Weather and climate

● Sound can make matter vibrate, and vibrating matter can make sound.

● Light is needed to see.● Sources of light● Light and sound are used to communicate.

Science and Engineering

Practices

●Developing and using models●Planning and carrying out investigations●Analyzing and interpreting data●Asking questions and defining problems●Constructing explanations & designing solutions● Obtaining, evaluating, & communicating

information

● Asking questions and defining problems● Planning and carrying out investigations● Developing and using models● Obtaining, evaluating, and communicating

information

GSE S1L1.a, b, c; S1E1.a,b,c,d S1P1a,b,c,d,e

Georgia Department of Education Updated May 2018

MagnetsTo Attract or Not To Attract

4 Weeks

● Patterns● Cause and Effect● Energy and MatterMagnets can attract (pull) and repel (push) other magnets. Some objects move only when you touch them while others move without being touched. Move an object without letting students see the magnet. Allow students to freely explore with different magnets and objects. Let them generate questions.Narrow in on a few that can be investigated in the classroom.● When objects touch or collide, they push on one another and

can change motion or shape.

● Asking questions and defining problems● Planning and carrying out investigations● Developing and using models● Constructing explanations and designing solutions● Obtaining, evaluating and communicating information

S1P2. a, b

First Grade Mathematics Curriculum Map

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Unit 1: Lessons 1-5Unit 2: Lessons 6-7

Unit 2: Lessons 8-11Unit 3: Lessons 12-16

Unit 4: Lessons 17-20Unit 5: Lessons 21-25

Unit 6: Lesson 26-28Unit 7: Lessons 29-34

MGSE1.OA.1 MGSE1.OA.3 MGSE1.OA.4 MGSE1.OA.5 MGSE1.OA.6 MGSE1.OA.8

MGSE1.OA.2 MGSE1.OA.3 MGSE1.OA.6 MGSE1.OA.7

MGSE1.NBT.2a/bMGSE1.NBT.7

MGSE1.NBT.1MGSE1.NBT.2a/c MGSE1.NBT.3 MGSE1.NBT.4 MGSE1.NBT.5 MGSE1.NBT.6 MGSE1.OA.5

MGSE1.G.1 MGSE1.G.2 MGSE1.G.3 GSE1.MD.1 GSE1.MD.2 GSE1.MD.3

MGSE1.MD.4

GSE Frameworks GSE Frameworks GSE Frameworks GSE Frameworks

Unit 3 Unit 3Unit 5

Unit 1Unit 2Unit 5

Unit 1Unit 4Unit 6

2nd Grade English Language Arts Curriculum MapUnit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks

Setting the Stage/ Fiction Text Structure/

Narrative

Nonfiction Text Structure/ Informational

Reasons and Evidence/ Opinion

Analyze Fiction Text/ Narrative

Analyze Nonfiction Text/ Informational

Compare and Contrast/ Opinion

(RF)RF3a-e RF4a-d

(RF)RF3a-e RF4a-d

(RF)RF3a-e RF4a-d

(RF)RF3a-e RF4a-d

(RF)RF3a-e RF4a-d

(RF)RF3a-e RF4a-d

(RL/RI) RL1, RL2, RL5 RL3, RL4, RL7

(RL/RI)RI1, RI5

RI2, RI3, RI4, RI7

(RL/RI) RI1, RI2, RI9 RL1, RL3, RL4,

RL7

RI3, RI4, RI6, RI7, RI8

(RL/RI)RL 1, RL2, RL5, RL9RL3, RL4, RL6, RL7

(RL/RI)RI1, RI2, RI3, RI5RI4, RI6, RI7, RI8

(RL/RI)RI1, RI2, RI5, RI9RI3, RI4, RI6, RI7, RI8

RL9, RL6(W)W3W5, W6, W8

(W)W2W5, W6, W7, W8

(W)W1W5, W6, W7, W8

(W)W3W5, W6, W8

(W)W2W5, W6, W7, W8

(W)W1

W5, W6, W7, W8

(L)L1a, b

L1g, L2 a, d, e,L3a, L4a, b, c, d, e, L6

(L)L1d, L2a

L1a, g, L2d, e,L3a, L4a, b, c, d, e, L6

(L) L1e, L2b L1g, L2d,e,

L3a, L4a, b, c, d, e, L5a, L6

(L)L1c, L2c

L1g, L2d, e, L3a, L4a, b, c, d, e, L5b, L6

(L)L1fL1g, L2d, e, L3a, L4a, b, c, d, e, L6

(L)L1bL1g, L2d, e, L3a, L4a, b, c,

d, e, 5a, L6

(SL)SL1a, b, c SL2, SL3, SL4, SL5, SL6

(SL)SL2SL1, SL3, SL4, SL5, SL6

(SL)SL3SL1, SL2, SL4, SL5, SL6

(SL)SL4SL1, SL2, SL3, SL5, SL6

(SL)SL2SL1, SL3, SL4, SL5, SL6

(SL)SL3SL1, SL2, SL4, SL5, SL6

Second Grade Mathematics Curriculum Guide1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Unit 1: Lessons 1-6 Unit 2: Lessons 7-14 Unit 3: Lessons 15-21 Unit 4: Lessons 22-28

MGSE2.OA.1 MGSE2.OA.2 MGSE2.OA.3 MGSE2.OA.4

MGSE2.NBT.2

MGSE2.OA.1 MGSE2.NBT.1 MGES2.NBT.2 MGSE2.NBT.3 MGSE2.NBT.4 MGSE2.NBT.5 MGSE2.NBT.7 MGSE2.NBT.8 MGSE2.NBT.9

MGSE2.MD.1 MGSE2.MD.2 MGSE2.MD.3 MGSE2.MD.4 MGSE2.MD.5 MGSE2.MD.6 MGSE2.OA.1

MGSE2.NBT.6

MGSE2.G.1 MGSE2.G.2 MGSE2.G.3

MGSE2.MD.6 MGSE2.MD.7 MGSE2.MD.8 MGSE2.MD.9 MGSE2.MD.10

GSE Frameworks GSE Frameworks GSE Frameworks GSE Frameworks

Unit 2Unit 6

Unit 1Unit 4

Unit 3 Unit 3Unit 4Unit 5

2nd Grade Science Curriculum MapThese are bundles of core ideas from the Georgia Standards of Excellence related to an anchoring phenomenon.

This document is part of a framework that includes lessons and resources.Instructional

Segment:Patterns in Day and Night Forces at Work What Is Matter and How Does It Change? Stability and Change in Plants and Animals

Estimated Time

12 Weeks 10 Weeks 8 Weeks 6 Weeks

Crosscutting Concepts

● Patterns● Cause and Effect● Scale, Proportion, and Quantity

● Cause and Effect● Structure and Function● Scale, Proportion, and Quantity

● Matter and Energy● Stability and Change

● Stability and Change● Patterns● Cause and Effect

Anchoring Phenomenon

Shadow Pictures Presentation or Shadows Pictures Handout

Sports Photos Hot Spring in Yellowstone National Park Animal bodies collect and transfer pollen from one flower to another.

Core Ideas ● Sunlight warms the Earth’s surface.

● Patterns of sun, moon, and stars apparent motion in the day and night sky

● Seasonal changes of sunrise and sunset

● Some events on Earth occur in cycles, like day and night.

● Forces and Motion● Pushes and pulls● Energy transfer● Size of the object impacts force

and motion

● Structure and properties of matter● Heating or cooling can change the

properties of matter

● Plants and the function of their structures● Life cycles of plants and animals● Pollination of plants by animals● Changes in habitat and its effects on plants and

animals● Plants and animals can change their

environment.● Plants and animals (including humans) can

change their environment (eg. the shape of the land, the flow of water.)

● Humans can impact the environment.Science and Engineering

Practices

● Asking questions and defining problems

● Developing and using models● Planning and carrying out

investigations● Constructing explanations and

designing solutions● Obtaining, evaluating, and

communicating information

● Asking questions and defining problems

● Developing and using models● Planning and carrying out

investigations● Analyzing and interpreting data● Using mathematics and

computational thinking● Constructing explanations and

designing solutions● Obtaining, evaluating, and

communicating information

● Asking questions and defining problems● Planning and carrying out Investigations● Constructing explanations and designing

solutions● Obtaining, evaluating, and communicating

information

● Asking questions and defining problems● Developing and using models● Planning and carrying out investigations● Constructing explanations and designing

solutions● Obtaining, evaluating, and communicating

information

GSE S2E1 a, b; S2E2 a, b, c, d. S2P2 a, b, c S2P1 a, b, c S2L1 a, b, c, d; S2E3 a, b

Georgia Department of Education 2017

Third Grade Mathematics Curriculum Map

1st Quarter 2nd Quarter

Unit 1: Lessons 1-7Unit 2: Lesson 8

Unit 2: Lessons 9-10Unit 3: Lessons 11-13Unit 4: Lessons 14-16

MGSE3.OA.1 MGSE3.OA.2 MGSE3.OA.4 MGSE3.OA.5 MGSE3.OA.6 MGSE3.OA.7 MGSE3.OA.9 MGSE3.NBT.1MGSE3.NBT.2

MGSE3.OA.3 MGSE3.OA.8 MGSE3.NBT.2 MGSE3.NBT.3 MGSE3.NF.1 MGSE3.NF.2 MGSE3.NF.3

GSE Frameworks GSE FrameworksUnit 1Unit 2

Unit 3Unit 5

3rd Quarter 4th Quarter

Unit 4: Lessons 17-19Unit 5: Lessons 20-25

Unit 5: Lessons 26-30Unit 6: Lessons 31-33

MGSE3.NF.3MGSE3.MD.1 MGSE3.MD.2 MGSE3.MD.3

MGSE3.MD.4 MGSE3.MD.5 MGSE3.MD.6 MGSE3.MD.7 MGSE3.MD.8 MGSE3.G.1 MGSE3.G.2

GSE Frameworks GSE FrameworksUnit 5Unit 6

Unit 4

3rd Grade English Language Arts Curriculum Map

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6Setting The Foundation

Craft and Structure

Key Ideas and Details

Integration of Knowledge

Literary Analysis

Show and Go

7 Weeks 6 Weeks 6 Weeks 6 Weeks 6 Weeks 5 Weeks

(RF)RF3 a-c RF4 a-d

(RF)RF3 a-c RF4 a-d

(RF)RF3 a-c RF4 a-d

(RF)RF3 a-c RF4 a-d

(RF)RF3 a-c RF4 a-d

(RF)RF3 a-c RF4 a-d

(RL/RI) RL1, RL2, RL6

RL3, RL5

(RL/RI) RL4, RL6, RL9 RL3, RL5, RL7

(RL/RI) RI1, RI2, RI3 RI4, RI5, RI8

(RL/RI) RI6, RI7, RI9 RI2, RI5, RI8

(RL/RI) RL6, RL9 RL3, RL5

(RL/RI)(Review and Preview) RI10, RL10

(W)W3a, d W3c,

W4, W5, W6, W8, W10

(W)W1a, b, d W1c, W4, W5, W6, W10

(W)W2a, b, d W2c, W4, W5, W6, W8, W10

(W)W2a, b, d W2c, W4, W5, W6, W7, W8, W10

(W)W3a, b, d W3c, W4, W5, W6, W8, W10

(W)W1a, b, d W1c, W4, W5, W7, W6, W10

(L)L1a, L2a, f, L3a, L4c, L5a

L1b, c, d, e L2 e, g L3bL4a, b, d L5b, L6

(L)L1a,f, L2b,f, L3a, L4c, L5a

L1b, c, d, e L2 e, g L4a, b, d L5b, L6

(L)L1c, L2 f, L3a, L4c, L5a

L2 e, g L4a, b, d L5b, L6

(L)L1g, L2f, L3a, L4c, L5c

L2 e, g L4a, b, d L5b, L6

(L)L1i, L2c-d, f, L3a, L4c, L5c

L1h L2e, g L3b L4a, b, d L5b, L6

(L)L1 a, c, f, g, i, j,

L2f, L3a, L4c, L5cL2 e, g L4a, b, d L5b, L6

(SL) SL1a-d, SL4,SL6

(SL) SL1a-d,SL2, SL3, SL4,SL5SL6

(SL) SL1a-b, SL2,

SL3, SL5

(SL) SL1a-d,SL2, SL3, SL4, SL5,

SL6

(SL) SL1a-d, SL4,

SL6

(SL) SL5, SL6

3rd Grade Science Curriculum Map

These are bundles of core ideas from the Georgia Standards of Excellence related to an anchoring phenomenon.This document is part of a framework that includes lessons and resources.

Instructional Segment:

Rocks, Soils, and Fossils Under the Sun Pollution and Conservation

Estimated Time 14 weeks 14 weeks 8 weeksCrosscutting

Concepts● Patterns● Cause and Effect● Structure and Function● Stability and Change

● Structure and Function● Cause and Effect● Systems and System Models● Energy and Matter

● Systems and System Models● Cause and Effect● Stability and Change

Anchoring Phenomenon

Show students the Rock Pictures PowerPoint, discuss how the items came to be in the rocks, and what effect the items might have on the rock in the future.

Project a map of the cities in Georgia onto the board at the front of the room. Place students into small groups of 3-4, making sure that you have at least five groups to include all of the geographic regions. Allow the groups to each select a different geographic region, and then pick two cities from that region to research.

Show the Rubber Duck Race PowerPoint, and discuss what happens to the ducks after the race.

Core Ideas ● History of Planet Earth● Earth and Earth’s Materials● Roles of Water in Earth’s Surface Processes● Evidence of Common Ancestry● Adaptation

● Structure and Function● Adaptation● Conservation of Energy and Energy Transfer

● Human Impacts on Earth Systems● Earth and Human Activity● Adaptation

Science and Engineering

Practices

● Asking questions and defining problems● Developing and using models● Planning and carrying out investigations● Constructing explanations and designing solutions● Engaging in argument from evidence● Obtaining, evaluating, and communicating

information

● Planning and carrying out investigations● Engaging in argument from evidence● Constructing explanations and designing

solutions● Using mathematics and computational thinking● Obtaining, evaluating, and communicating

information

● Engaging in argument from evidence● Asking questions● Designing a model● Obtain, evaluate, and communicate information

GSE S3E1 a, b, c; S3E2 a, b; S3L1c S3L1 a, b, c S3P1 a, b, c S3L2 a, b

Georgia Department of Education 2017

4th Grade English Language Arts Curriculum MapUnit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Text Evidence Text Structure Compare / Contrast

Theme / Main Idea

Analyze Non- Fiction / Integrate Text

Analyze

Fiction-

Themes &

Topics

5 weeks 5 weeks 6 weeks 8 weeks 6 weeks 6 weeks

Opinion Informational Narrative Opinion Informational Narrative(RF) RF3 RF4

(RF) RF3 RF4

(RF) RF3 RF4

(RF) RF3 RF4

(RF) RF3 RF4

(RF) RF3 RF4

(RL/RI)RL1, RL9 RL1,

RL2, RL3, RL4, RL5, RL7

(RL/RI) RL1, RL5

(RL/RI)RL6, RL9 RL1,

RL2, RL3, RL4, RL5, RL7

(RL/RI)RL2, RL9 RL1,

RL2, RL3, RL4, RL5, RL7

(RL/RI) RL9, RL1, RL2, RL3, RL4, RL5,

RL7

(RL/RI)RL9

RL1, RL2, RL3, RL4, RL5, RL7

RI1, RI9 RI2, RI3, RI4, RI5, RI6, RI7,

RI8

RI5, RI9 RI1, RI2, RI3, RI4, RI6, RI7,

RI8

RI6RI3, RI4, RI5, RI8

RI2, RI9 RI1, RI3, RI4, RI5, RI6, RI7,

RI8

RI9RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8

RI1, RI2, RI3, RI4, RI5, RI6, RI7, RI8, RI9

(W) W1b, c, W9 W1a, d, W4,

W5, W6, W7, W8, W9a, b

(W)W2b, W9

W2a, c, d, e,W4, W5, W6, W7, W8,W9b

(W) W3b, c, d, W9 W3a, e, W4,W5, W6, W7, W8,

W9a, b

(W) W1b, c, W9 W1a, d, W4,

W5, W6, W7, W8, W9a, b

(W)W2b, W9

W2a, c, d, e,W4, W5, W6, W7, W8,W9b

(W) W3b, c, d, W9 W3a, e, W4,W5, W6, W7, W8,

W9a, b

(L)L1f, g, L4b L1a, L2a-d, L3c, L4a,c, L5c

(L)L3a, b, L4b L2a-d, L3c, L4a,c, L5c

(L)L1b, e, L4b, L5a

L2a-d, L3c, L4a,c, L5b, c

(L)L1f, g, L4b L1a, L2a-d, L3c, L4a,c, L5c

(L)L3a, b, L4b L2a-d, L3c, L4a,c, L5c

(L)L1b, e, L4b, L5a, bL2a-d, L3c, L4a,c, L5c

(SL)SL1, SL4, SL5, SL6SL2, SL3

(SL)SL1, SL4, SL5, SL6SL2, SL3

(SL)SL1, SL4, SL5, SL6SL2, SL3

(SL)SL1, SL4, SL5, SL6SL2, SL3

(SL)SL1, SL4, SL5, SL6SL2, SL3

(SL)SL1, SL4, SL5, SL6SL2, SL3

4th Grade Science Curriculum Map

These are bundles of core ideas from the Georgia Standards of Excellence for Fourth Grade related to an anchoring phenomenon.This document is part of a framework that includes lessons and resources.

Instructional Segment:

Weather and Moon Phases

Stars, Planets, and Moon Forecasting the Weather Role of Organisms and Flow of Energy

Light and Sound Force and Motion

Estimated Time

4 week intro and then All Year

7 weeks 7 weeks 7 weeks 4 weeks 7 weeks

Crosscutting Concepts

● Patterns● Cause and Effect● Systems and System

Models

● Patterns● Systems and System Models● Scale, Proportion, and Quantity

● Patterns● Energy and Matter● System and System

Models

● Energy and Matter● Structure and Function

● Energy and Matter ● Energy and Matter● Cause and Effect

Anchoring Phenomenon

What is the International Space Station?

International Space Station

● Where is the edge of the Solar System?

● SpaceX CRS-12 Launches to the ISS

● What is Weather like in Space?

● NOAA's GOES-16 Satellite Sends 1st Images from Space

● Eating on the Space Station ● Dessert in Space

● Gazing at Earth's Light Show

● Light Language – look at picture of a reflection in water

● Small Rube Goldberg Machines

●Dream of a world without machines - activity

Core Ideas Cloud formation Weather Instruments Moon phases

● Technological advances for space

● Stars● Planets● Moon Phases● Earth’s orbit and tilt● Light refraction

● States of water● Water cycle● Weather instruments● Weather maps● Cloud types● Weather and climate

● Ecosystems● Food chains/ webs● Changes impacting

ecosystems● Scarcity, extinction,

overabundance

● Opaque, transparent, translucent

● Reflection● Refraction● Strength and speed of sound

vibration● Communication device

● Balanced and unbalanced forces

● Gravitational force● Simple machines

Science and Engineering

Practices

Asking questions Analyzing and

interpreting data Constructing

explanations Obtaining, evaluating,

and communicating Developing and using

models

● Asking questions● Developing and using models● Constructing explanations● Engaging in argument from

evidence● Obtaining, evaluating, and

communicating

●Ask questions●Analyzing and

interpreting data●Constructing explanations●Obtaining, evaluating, and

communicating●Developing and using

models●Planning and carrying out

investigations

●Asking questions and defining problems●Developing and using

models●Constructing explanations

and designing solutions●Obtaining, evaluating, and

communicating

● Asking questions● Developing and using

models● Planning and carrying out

investigations● Designing solutions● Obtaining, evaluating, and

communicating

●Asking questions and defining problems●Constructing an

argument from evidence●Developing and using

models●Analyzing and

interpreting data●Obtaining, evaluating,

and communication

GSE S4E2b; S4E4a, c S4E1a, b, c, d; S4E2a, b, c; S4P1c

S4E3a, b; S4E4a, b, c, d S4L1a, b, c, d S4P1a, b, c; S4P2a, b S4P3a, b, c

Georgia Department of Education 2017

5th Grade English Language Arts Curriculum MapUnit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6Theme Compare

ContrastEvidence Point of View Analyze/

Integrate5th Grade

Culmination7 Weeks(6 Buffer)

6 Weeks(5 Buffer)

6 Weeks(5 Buffer)

6 Weeks(5 Buffer)

5 Weeks 5 Weeks

(RF)RF3aRF4a-c

(RF)RF3aRF4a, c

(RF)RF3aRF4a, c

(RF)RF3aRF4a, b, c

(RF)RF3aRF4a, c

(RF)RF3aRF4a, c

(RL/RI) RL2, RL6, RL9 RL4, RL5, RL7

(RL/RI)RL9

RI3, RI6RI2, RI4, RI5

(RL/RI)RL1

RI1RI4, RI7, RI8

(RL/RI) RL6 RL3

RI6RI4

(RL/RI) RL7

RI6, RI9RI4, RI7

(RL/RI)

RI1,RI9RI4

(W)W3a, bW3c-e, W4-6

(W)W2a, bW2c-e, W4-8

(W)W1a, b, W9a, bW1c, d

(W)W1a, b, W3 b

(W)W1a, b, W2a,

b, W9b W1c, d

(W)W2a, b, W9

(L)L4b, L5a, b, L1a (coordinatingconjunctions

& interjections)L1,dL1c, L2c-e, L3a, b, L4a, c

(L)L6, L2bL2a, e, L3a

(L)L2bL2a, e, L3a, L4a, c

(L)L1a (preposition) L1b, e, L2c, e, L3a

(L)L6L2d, e, L3a

(L)L6L2, L3

(SL) SL1a-d, SL2 SL4, SL5, SL6

(SL)SL1a-d, SL2

(SL)SL1a-d, SL2SL3

(SL) SL1a-d, SL2 SL4, SL5, SL6

(SL)SL1a-d, SL2

(SL) SL4, SL5

5th Grade Science Curriculum Map

Instructional Segment

Earth and Changes Over Time Dynamics of Classification

Cells and Microorganisms Energy Transfer through Electricity and Magnetism

Physical and Chemical Changes

Estimated Time

8 Weeks 7 Weeks 8 Weeks 7 Weeks 6 Weeks

Crosscutting Concepts

Structure and function Cause and effect Systems and system models

Patterns Stability and change Structure and function

Systems and system models Structure and function Scale, proportion, and

quantity

Energy and matter Systems and system models

Cause and effect Energy and matter

Anchoring Phenomenon

Year-Long Phenomenon: EvidenceImpact of Earth’s processes on landforms (Yellowstone, Providence Canyon, island formation)

Comparison Pictures Living things look alike but are classified differently

Decomposition of multi-celled organisms by single-celled organisms

Van de Graaff https://www.y out ube.com /wat ch?v=1HC9mfgFo38

Elephant Toothpaste

Three levels of elephant toothpaste

Core Ideas

● Geological processes● Formation and/or destruction

of landforms

● Grouping animals and plants by their internal and/or external structure

● Inherited traits● Acquired traits

● Magnification tools are needed to observe very small things

● Plant cell structure and function

● Animal cell structure and function

● Microorganisms can be helpful or harmful

● Static electricity● Current electricity (human-

harnessed)● Energy transfer● Simple electric circuit● Magnetic field and force● Release of stored energy● Insulators and conductors

of electricity

● Physical changes● Chemical changes● Phases/States of water are

related to temperature changes

● Energy transfer

Science and Engineering

Practices

Obtain, Evaluate, and Communicate Information● Engage in argument from

evidence● Develop and use models● Ask questions● Analyze and interpret data● Use mathematics and

computational thinking

● Develop and use models

● Ask questions

● Ask questions● Develop and use models● Construct explanations● Engage in argument from

evidence

● Plan and carry out investigations

● Engage in argument from evidence

● Plan and carry out investigations

● Engage in argument from evidence

GSE S5E1a,b,c S5L1a,b; S5L2a,b S5L3a,b,c; S5L4a,b S5P2a,b,c; S5P3a,b S5P1a,b,c

Georgia Department of Education July 11, 2017