ISS Curriculum Guide

5th Grade – Science

Top 10 EC / ISS Student Friendly Learning Target
(NCSCOS) / Priority
E, I, N, M / Knowledge Targets / Reasoning Targets / Performance/ Skill Targets / Product Targets
COMPETENCY GOAL 1: The learner will conduct investigations to build an understanding of the interdependence of plants and animals.
Ecosystems
1.01Describe and compare several common ecosystems (communities of organisms and their interaction with the environment.
Student friendly:
I can describe different types of ecosystems.
I can compare different types of ecosystems / E2 / Vocabulary:
-ecosystem
- abiotic/biotic factors
- communities
- populations
-habitat
- niche
Different types of Ecosystems:
tundra, deserts, grasslands, taiga, temperate/
deciduous forest and rainforest. / Compare and contrast the different characteristics of ecosystems.
1.02 Identify and analyze the functions of organisms within the population of the ecosystem:
  • Producers.
  • Consumers.
  • Decomposers.
Student friendly:
I can name the different organisms in an ecosystem.
I can describe the different roles of organisms in an ecosystem. / E2 / Vocabulary:
- Producers
- Consumers
-Decomposers
- Organisms
- fungi (I)
- algae (I)
Describe what each of these do. / Classify different organisms based on their functions.
Explain the logical sequence between Producers, Consumers, and Decomposers.
1.03 Explain why an ecosystem can support a variety of organisms.
Student friendly:
I can explain how organisms in an ecosystem depend on each other to survive. / E2 / Vocabulary:
- Food Chain
- Food Web
-Communities
- organisms
- population / Give examples of how food chains and webs are interdependent. / Explore the functions of Producers, Consumers, and Decomposers within food chains and webs. / Make a model that represents a food chain and food web of communities.
1.04 Discuss and determine the role of light, temperature, and soil composition in an ecosystem's capacity to support life.
Student friendly:
I can explain the importance of how light, temperature and soil composition interact in an ecosystem. / E2 / Vocabulary
- energy
- light
- soil composition
- temperature / Examine the implications of the supporting elements of an ecosystem.
1.05 Determine the interaction of organisms within an ecosystem
Student friendly:
I can identify the different types of consumers.
I can analyze how organisms depend on each other in an ecosystem. / E2 / Vocabulary
- Herbivore
- Carnivore
- Omnivore
- Predator
- Prey
- Scavenger
- Symbiosis
- Mutualism
- Parasitism
- Commensalism
(I) / Classify organisms based on their roles and interactions within the environment.
1.06 Explain and evaluate some ways that humans affect ecosystems.
• Habitat reduction due to development.
• Pollutants.
● Increased nutrients.
Student friendly:
I can identify some ways in which humans affect the environment. / E2 / Vocabulary:
- Pollution
- Extinction
- Habitat
- Acid Rain (I)
- Endangered Species
- Threatened Species
- Pesticides (I)
- Urban (I)
Growth
- Recycling
- Erosion
-Deforestation
-Renewable resources
-Non-Renewable resources / Cause and Effect
- Determine how humans affect the environment.
1.07 Determine how materials are recycled in nature. / I2
COMPETENCY GOAL 2:
The learner will make observations and conduct investigations to build an understanding of landforms.
2.01 Identify and analyze forces that cause change in landforms over time including.
  • Water and Ice
  • Wind.
  • Gravity.
/ I1
2.02 Investigate and discuss the role of the water cycle and how movement of water over and through the landscape helps shape landforms. / I1
2.03 Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in forming:
  • Canyons
  • Valleys
  • Meanders
  • Tributaries
Student friendly:
I can explain how erosion helps to form canyons, valleys, meanders, and tributaries. / E1 / -canyons
-valleys (v-shaped/u-shaped)
-meanders
-tributaries
-erosion
-oxbow
-weathering / Examine the process by which erosion forms landforms.
2.04 Describe the deposition of eroded material and its importance in establishing landforms including:
  • Deltas
  • Flood Plains
Student friendly:
I can describe how deposition creates deltas and flood plains. / E1 / -deposition
-flood plains
-deltas
-erosion
-sediment (N)
2.05 Discuss how the flow of water and the slope of the land affect erosion.
Student friendly:
I can explain how water flow and slope of the land effects erosion. / E1 / -slope
-erosion / Determine the results of water flow and slope
2.06 Identify and use models, maps, and aerial photographs as ways of representing landforms.
Student friendly:
I can use models, maps, and aerial photos to represent landforms / E1 / -topographical map
-aerial map
-contour map
-relief map
-mountain
-canyon
-valleys
-plateau
-basin
-delta
-flood plain / -examine maps and models of landforms. / - use a topographical map
- use an aerial photograph
- use a model
Use a contour map
2.07 Discuss and analyze how humans influence erosion and deposition in local communities.
Student friendly:
I can analyze how humans influence erosion and deposition. / E1 / -erosion
-deposition
-dam
-levee
-planting vegetation (N)
-construction (N)
-urban growth (N) / -Analyze human activities that influence erosion and deposition.
COMPETENCY GOAL 3: The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate.
Weather
3.01 Investigate the water cycle including the processes of:
  • Evaporation.
  • Condensation.
  • Precipitation.
  • Run-off.
Student friendly:
I can demonstrate the processes of the water cycle. / E1 / Vocabulary
Condensation
Evaporation
Precipitation
Run-off
groundwater / Analyze the relationship of the processes within the water cycle. / Demonstrate how the water cycle works.
3.02 Discuss and determine how the following are affected by predictable patterns of weather:
Student friendly:
I can explain how weather patterns affect the following:
- Temperature
- Wind Direction
- Precipitation
- Cloud Cover
- Air Pressure / E1 / Vocabulary
- Air pressure
- Air mass
- Humidity
- Water vapor
- Precipitation
- Temperature
- wind direction
-Coriolis Effect
- thermometer
- barometer
- rain gauge
- wind vane
-anemometer
-dew point / Give examples of how weather patterns affect temperature, wind direction, precipitation, cloud cover, and air pressure.
3.03 Describe and analyze the formation of various types of clouds and discuss their relation to weather systems
Student friendly:
I can tell how different types of clouds are formed and how they relate to different types of weather. / E1 / Vocabulary
-Stratus Cloud
-Cirrus Cloud
-Cumulous Cloud
-Cumulonimbus Cloud
-Precipitation
-Condensation / Compare and contrast the causes and formation of vaious types of clouds and the weather that would be expected.
3.04 Explain how global atmospheric movement patterns affect local weather.
Student friendly:
I can explain how patterns in the atmosphere affect local weather. / E1 / Vocabulary
-weather front
-Cold Front
-Warm Front
-Stationary front
-Occluded front
-Trade Winds
-Prevailing Westerlies
3.05 Compile and use weather data to establish a climate record and reveal any trends. / I-1
3.06 Discuss and determine the influence of geography on weather and climate:
  • Mountains
  • Sea breezes
Student friendly:
I can explain how geography affects weatherand climate. / E1 / Vocabulary
-
Mountains
-Sea breeze
-Land breeze
-Valley breeze
-Mountain breeze
-Water bodies
-Equator
-Elevation
-North and south poles (N)
-Jet stream / Draw conclusions of how geography affects weather and climate.
Competency Goal 4:
The learner will conduct investigations and use appropriate technologies to build an understanding of forces and motion in technological designs.
4.01 Determine the motion of an object by following and measuring its position over time.
Student friendly:
I can determine how an object is moving by following and measuring it over time. / E2 / - speed
- velocity
- acceleration
- deceleration
- rate / - Determine an objects motion based on its position over time.
Interpret speed and position graphs.
4.02 Evaluate how pushing or pulling forces can change the position and motion of an object
Student friendly:
I can predict how pushing or pulling will change the position and motion of an object. / E2 / - gravity
- inertia
- friction
- mass / - Predict how pushing or pulling an object will change its motion and position.
4.03 Explain how energy is needed to make machines move
Student friendly:
I can explain how energy is used to make machines move. / E2 / - gravity
- weight
- action/reaction
- acceleration
- air resistance
4.04 Determine that an unbalanced force is needed to move an object or change its direction
Student friendly:
I can decide how an unbalanced force is needed to move anobject or change its direction. / E2 / -force
-unbalanced force
-balanced force / -decide how unbalanced forces move an object or change its direction.
4.05 Determine factors that affect motion including:
  • Force
  • Friction
  • Inertia
  • Momentum
Student friendly
I can analyze how different factors affect motion. / E2 / - force
- friction
- inertia
- momentum
- drag
- air resistance
-lift
-thrust
-aerodynamic / - Analyze how different factors affect motion.
4.06 Build and use a model to solve a mechanical design problem.
  • Devise a test for the model.
  • Evaluate the results of the test.
/ I2
4.07 Determine how people use simple machines to solve problems.
Student friendly:
I can decide how to solve problems using simple machines. / E2 / -simple machine
-lever
-fulcrum
-effort arm
-resistance arm
-wheel and axle
-pulley
-wedge
-screw
-incline plane / -determine how to solve problems using a simple machine.

E- Essential M – Maintenance I – Important N – Nice to Know 11/29/2018