th JPS Scope and Sequence for 5 Grade - JP Schools

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*Bundles are units & each scope is a 5E aligned lesson within its corresponding bundle. *Days are based on a 45 minute class period

5th Grade —2019-2020

JPS Scope and Sequence for 5th Grade

Aug. 12 – Oct. 4 (8 Weeks) Oct. 7 – Dec. 18 (9 Weeks) Jan. 7 – Feb. 21 (7 Weeks) Mar. 2 – April 9 (6 Weeks)

Life Science Earth Science Physical Science

Bundle 2: Observing Our

Sky

(5-ESS1-1, 5-ESS1-2, 5-PS2-1)

Bundle 1: Matter and Energy

Flow in an Ecosystem

(5-PS3-1, 5-LS1-1, 5-LS2-1)

Bundle 3: Human

Impact on the Earth’s

Systems (5-ESS2-1,5-ESS2-2,

5-ESS3-1)

Sco

pe:

Fo

od

Web

s (8

day

s)

Sco

pe

: M

atte

r C

ycle

s (9

day

s)

Sco

pe

: Ec

osy

stem

s (1

0 d

ays)

Sco

pe:

Ear

th’s

Ro

tati

on

(10

day

s)

Sco

pe:

Wat

er

Sou

rce

s (8

day

s)

Sco

pe:

Ob

serv

ing

the

Sta

rs (

8 d

ays)

Sco

pe:

En

ergy

Tra

nsf

er (

9 d

ays)

Sco

pe:

Mat

ter

and

En

erg

y in

Pla

nts

(8

day

s)

Sco

pe:

Ob

ject

s in

th

e S

ky (

10

day

s)

Sco

pe:

Gra

vity

(7

day

s)

Sco

pe:

Ear

th’s

Sys

tem

s In

tera

ctio

ns

(10

day

s)

Sco

pe:

Re

du

cin

g th

e H

um

an F

oo

tpri

nt

(10

day

s)

Bundle 4: Interactions in

Matter

(5-PS1-1, 5-PS1-2, 5-PS1-3, 5-PS1-4)

Sco

pe

: M

atte

r in

Eve

ryw

he

re (

8 d

ays)

Sco

pe:

Mix

ture

s (1

2 d

ays)

Sco

pe:

Ch

ange

s to

Mat

ter

(9 d

ays)

Sco

pe

: P

rop

erti

es

of

Mat

ter

(10

day

s)

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Bundle Timing: 8 Weeks

Bundle Description:

Students will use their knowledge of the properties of matter to design a plan for cleaning up the water supply

after a tsunami.

Bundle Anchoring Phenomena:

How can we use the properties of matter to clean up water after a natural disaster?

The following 4 scopes (in order) are included in this Bundle:

Scope 1: Matter Is Everywhere – 8 days

Investigative Phenomena: How do we know matter exists, even if it cannot be seen?

Standard(s) Addressed: 5-PS1-1

Performance Expectation: Develop a model to describe that matter is made of particles too small to be seen.

Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, or evaporating salt water. Does not include atomic scale mechanism of evaporation and condensation or defining the unseen particles.

Vocabulary: matter, particle, model, gas, microscope, dissolve

Tier 2/Spanish Cognates: define (definir) / relate ( relacionar) / release / unscrew / pour / remove (remover) / return / contibrute (contribuir) / unscramble

Teacher Planning Companion pages: 115-121

Scope 2: Properties of Matter – 10 days

Investigative Phenomena: The explorers found an interesting rock, but they didn’t know what it was. How can we identify an unknown substance?


Performance Expectation: Make observations and measurements to identify materials based on their properties.

Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, or liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, or solubility; density is not intended to be used as an identifiable property. No attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation.

Bundle 4— Interactions in Matter (5-PS1-1, 5-PS1-2, 5-PS1-3, 5-PS1-4)

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Vocabulary: measurement, use observations, matter, property, standard units, volume, weight, temperature

ELP Connectors:

ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems

Tier 2/Spanish Cognates: explore (explorar) / identify (identificar) / base (v) / attempt / assume / shape (v) / figure out / repeat (repetir) / fill in / stir


Scope 3: Changes to Matter – 9 days

Investigative Phenomena: After the campfire was over, the logs were gone. Can matter just disappear?


Performance Expectation: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total amount of matter is conserved.

Clarification Statement: Examples of chemical changes includes reactions that produce new substances with new properties. Examples of physical changes could include phase changes, dissolving, or mixing.

Vocabulary: conserve, substance, matter, properties, weight, conservation of matter, chemical reaction

Tier 2/Spanish Cognates: transition (transición) / weigh / find / solve / set / seal / collect / imagine (imaginar) / leave / alter


Scope 4: Mixtures – 12 days

Investigative Phenomena: Are new substances created when we cook?


Performance Expectation: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Performance Expectation: Examples of interactions forming new substances can include mixing baking soda and vinegar. Examples of interactions not forming new substances can include mixing baking soda and water.

Vocabulary: substances, mixtures, properties, chemical reactions, solution, reversible

ELP Connectors:


Tier 2/Spanish Cognates: trials / form (formar) / connect (conectar) / contain (contener) / indicate (indicar) / add / distinguish (distinguir) / fasten / analogy (analogía)


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Bundle Description:

The student’s mission is to design a self-sustaining garden that provides food for the community.


How can a self-sustaining garden be designed that would provide enough food for the community?


Scope 1: Energy Transfer – 9 days

Investigative Phenomena: Other than for heat, how do animals depend on the Sun?


Performance Expectation: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

Clarification Statement: Examples of models could include diagrams or flowcharts.

Vocabulary: energy, motion, growth, repair

Tier 2/Spanish Cognates: design (diseñar) / sustain (sostener) / maintain (mantener) / emphasize (enfatizar) / affect (afectar) / mission (misión) / mention (mencionar) / gain / energy (energía) / test

1. Teacher Planning Companion pages: 13-19

2. r

3. Scope 2: Matter and Energy in Plants – 8 days

4. Investigative Phenomena: How do plants keep growing bigger?

Standard(s) Addressed: 5-LS1-1

Performance Expectation: Ask questions about how air and water affect the growth of plants.

Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil. The chemical processes of photosynthesis and cellular respiration are not addressed at this grade level.

Vocabulary: growth, material, plant, weight, matter, photosynthesis

Bundle 1—Matter and Energy Flow in an Ecosystem (5-PS3-1,

5-LS1-1, 5-LS2-1)

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Tier 2/Spanish Cognates: phenomena (fenómeno) / investigate (investigar) / measure / record / observation (observación) / handle /collect / survey / data (datos) / model (modelo)


Scope 3: Food Webs – 8 days

Investigative Phenomena: Why would an organism eat the waste from another organism?


Performance Expectation: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems of the Earth not including molecular explanations. Assessment Boundary: Assessment does not include molecular explanations.

Vocabulary: decomposer, bacteria, fungi, consumer, producer, food web, organism

ELP Connectors:

Tier 2/Spanish Cognates: flow / compare (comparar) / fill in / chain / web / label / produce (producir) / to name / overlap / trace (trazar)


Scope 4: Matter Cycles – 9 days

Investigative Phenomena: Can the plant in the jar survive if it stays sealed?



Performance Expectation: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems of the Earth not including molecular explanations.

Vocabulary: microbe, soil, waste matter, decomposer, environment, interactions

Tier 2/Spanish Cognates: develop / complete (completar) / to place / cycle (v) / stage / illustrate (ilustrar) / consider (considerar) / present (presentar) / research / criteria (criterio) / constrain


Scope 5: Ecosystems – 10 days

Investigative Phenomena: Why would adding a new fish to an aquarium cause problems for the other fish?

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Performance Expectation: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems of the Earth not including molecular explanations.

Vocabulary: ecosystem, interdependence, environment, species, needs, organism, interactions, decomposer, food web

Tier 2/Spanish Cognates: justify (justificar) / tend / predict (predecir) / observe (observar) / discuss / sketch / depend on (depender de) / disrupt / relationship (relación) / harmful


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Bundle Description:

The students’ mission is to design a planetarium combined with a thrill ride that lets people experience and learn

about the Sun, the Moon, Earth, and the stars as well as the motions of Earth and the Moon.


How can a planetarium be designed in which people learn about space and the effects of gravity, rotation, and

orbiting?


Scope 1: Earth’s Rotation – 10 days

Investigative Phenomena: Why do shadows change throughout the day?

Standard(s) Addressed: 5-ESS1-2

Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Clarification Statement: Patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months; not including the causes of the seasons.

Vocabulary: Earth, the moon, orbit, rotation, the sun, axis, north pole, south pole

ELP Connectors:

ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses,

responding to peer, audience, or reader comments and questions ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence

Tier 2/Spanish Cognates: rotate (rotar) / diagram (diagrama) / locate / drag / chart / pattern / accurate / outline / differ (diferir)


Scope 2: Observing the Stars – 8 days

Investigative Phenomena: If the Sun is an average sized star, why does it look like the largest?


Performance Expectation: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.

Clarification Statement: Examples include the relative distances of the stars, but not the sizes. It does not include other factors that affect apparent brightness (such as stellar masses, age, and stage).

Bundle 2— Observing Our Sky (5-ESS1-1, 5-ESS1-2, 5-PS2-1)

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Vocabulary: the sun, star, distance, apparent, brightness, observe

ELP Connectors:

ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence

ELP C6 Analyze and critique the arguments of others orally and in writing

Tier 2/Spanish Cognates: gather / tilt / notice / rate / apparent / relative (relativo) / wonder / goal / contrast (contrastar) / scale


Scope 3: Objects in the Sky – 10 days

Investigative Phenomena: Why do objects in the sky move and change so much?


Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

Clarification Statement: Patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months; not including the causes of the seasons.

Vocabulary: axis, orbit, rotation, north pole, south pole, star

ELP Connectors:


responding to peer, audience, or reader comments and questions


Tier 2/Spanish Cognates: local (local) / direction (dirección) / specific (específico) / reasoning / depend (depender) / phase (fase) / passage / visible (visible) / reveal (revelar)


Scope 4: Gravity – 7 days

Investigative Phenomena: Does the direction of gravitational force change throughout a roller coaster ride?


Performance Expectation: Support an argument that the gravitational force exerted by the Earth is directed down.

Performance Expectation: “Down” is a local description of the direction that points toward the center of the spherical Earth. Earth’s mass causes objects to have a force on them that points toward the center of the Earth, “down”. Support for arguments can be drawn from diagrams, evidence, and data that are provided. This does not include mathematical representation of gravitational force.

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Vocabulary: gravity, planet, force, evidence

ELP Connectors:



Tier 2/Spanish Cognates: force / points / overcome / analyze (analizar) / interact (interactuar) / reasoning / demonstrate / prove / toward


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Bundle Description:

The students’ mission is to create a special TV news report that addresses the importance of fresh water on our

Earth.


What role does water play on our Earth, and what steps can be taken to conserve it?


Scope 1: Earth’s Systems Interactions – 10 days

Investigative Phenomena: What is the impact of a volcanic eruption?


Performance Expectation: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.

Vocabulary: ecosystem, landform, organism, hydrosphere, biosphere, atmosphere, geosphere, molten rock, sediment, interactions

ELP Connectors:

Tier 2/Spanish Cognates: influence (influir) / impact (impactar) / mission (misión) / provide (proveer) / release / consistent (consistente) / due to / identify (identificar) / match


Scope 2: Water Sources – 8 days

Investigative Phenomena: If three-fourths of Earth is covered in water, why are we worried about conserving it?


Performance Expectation: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Clarification Statement: Examples include oceans, lakes, rivers, glaciers, groundwater, and polar ice caps.

Bundle 3— Human Impact on the Earth's Systems (5-ESS2-1,

5-ESS2-2, 5-ESS3-1)

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Vocabulary: ocean, glacier, stream, lake, wetlands, atmosphere, freshwater, solid, liquid, gas, water vapor

Tier 2/Spanish Cognates: play a role / percentage (porcentaje) / source / demonstrate (demostrar) / symbol (símbolo) / access (acceder) / claim / script / debate (debatir) / conserve (conservar)


Scope 3: Reducing the Human Footprint – 10 days

Investigative Phenomena: How do our actions affect the environment, and what can we do to reduce those effects?


Performance Expectation: Generate and compare multiple solutions about ways individual communities can use science to protect the Earth’s resources and environment.

Clarification Statement: Examples of solutions can include cleanup of oil spills, protecting against coastal erosion, or prevention of polluted runoff into waterways.

Vocabulary: communities, resource, environment, interactions, land, vegetation, agriculture, stream, ocean

ELP Connectors:


responding to peer, audience, or reader comments and questions

ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics



ELP C7 Adapt language choices to purpose, task, and audience when speaking and writing

Tier 2/Spanish Cognates: generate (generar) actions (acciones) / spill / cleanup / reduce (reducir) / show / affect (afectar) / adapt (adaptarse) / state / determine (determinar)


th JPS Scope and Sequence for 5 Grade - JP Schools

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