Mrs.Gunby’s Grade Level Expectations

706-823-6950

Planning time

Fifth Grade Science Syllabus

Throughout
The Year / Unit 1 / Unit 2 / Unit 3 / Unit 4
Scientific Method, using
Lab equipment, communicating
Scientific ideas clearly, scientific
inquiry / Cells and Microorganisms / Classification of
Plants and animals/
Genetics / Electricity/
Magnetism
Chemical/
Physical changes / Earth
Surface features created by both constructive and destructive forces

Course Description:

Students will gather evidence of life, physical, and earth concepts in 5th grade. In life science students will use scientific tools to look at smaller components of animals and plants. Hand lenses or microscopes will be used to discover microscopic components of organisms in our world. Students will utilize observable evidence to classify organisms and recognize genetic traits. During the study of physical science concepts, students will investigate and measure the observable effects of chemical and physical changes while recognizing that an object is the sum of its parts. Students will also explore the relationship between electricity and magnetism. A study of earth science concepts will enable students to compare and contrast the positive and negative impact of forces of Earth’s surface. Students will also utilize geographical features as evidence to identify technological and human interventions used to shape the Earth’s surface.

Instructional Philosophy:

5th Grade science will use whole group, small group, and independent investigation and discovery to scaffold traditional textbook learning. We will use technology such as the ActivBoard and digital microscope for hand-on learning. Students will have lab partners when using microscopes, and every student will be expected to participate in class discussions, projects, and labs.

Major Course Goals:

Unit 1: Students will be able to use magnifiers to observe cells and their structure, identify parts of plant and animal cells, explain how cells are similar and different in multi-celled and single- celled organisms, and identify and explain impact of beneficial and harmful microorganisms.

Unit 2: Students will use systems of classification to determine relationships, group organisms and communicate the system used, group according to interactions and habitats, and will use classification to understand interactions, conservation, and identify/study new species.

Unit 3: Students will recognize and define traits, understand that traits are passed from parent to offspring, that traits of offspring can be predicted by knowing traits of parents, that learned behaviors are not the same as inherited traits, and will know the difference between a learned behavior and an inherited trait.

Unit 4: Students will investigate static electricity, compare/contrast electricity and magnetism, construct an electromagnet, design a simple electric circuit, and identify characteristics of good conductors and good insulators.

Unit 5: Students will be able to identify chemical and physical changes, construct a basic understanding of the Law of Conservation of Matter, and conduct basic experiments to determine if matter has changed physically or chemically.

Unit 6: Students will demonstrate knowledge of Earth Science terms, geological processes and landforms, identify constructive and destructive forces, recognize weathering agents and processes, recognize human methods to control constructive and destructive forces, and demonstrate understanding of human interaction and earth’s processes.

Major Course Projects and Instructional Activities:

Unit 1 District Required Labs: Observing Cells using a Microscope, Finding Microorganisms in Pond Water

Unit 1 Culminating Task: Create a “Wanted” poster for an “Outlaw Microorganism”

Unit 2 District Required Labs: Classifying Shoes, Build a Model Backbone

Unit 2 Culminating Task: Create a Children’s Animal and Plant Classification Book

Unit 3 District Required Labs: Cell Reproduction, Inherited Characteristics

Unit 3 Culminating Task: “What Makes You Who You Are” debate and essay

Unit 4 District Required Labs: Rub a Balloon, Make an Electromagnet

Unit 4 Culminating Task: Log Cabin

Unit 5 District Required Labs: A Solution to the Problem, Drop By Drop, Wet Wool

Unit 5 Culminating Task: “Science Survivor” Reality Show

Unit 6 District Required Labs: Rivers and Sand, Cleaning Water

Unit 6 Culminating Task: Travel poster of Georgia Landforms

All students must also submit an individual Science Fair Project and Trifold Display Board.

Science Grading Procedures:

Daily Work/ Quizzes: 40%

Tests/Projects: 30%

Labs/Homework: 30%

Language Arts

5th Grade Language Arts Course Syllabus

Mrs. Gunby -

C.T. Walker Traditional Magnet School

(706) 823-6701

Course Description:

In the fifth grade, students expand and deepen the concepts, skills, and strategies learned in the earlier grades. Fifth grade students read and comprehend texts from a variety of genres (fiction, nonfiction, poetry, and drama) and subject areas (math, science, social studies, and English language arts), and they make new connections as they encounter new ideas and begin to study subjects in more formal ways.

Students use writing as a tool for learning, and they write for a variety of purposes and audiences. Fifth graders write daily in order to maximize and formalize their writing skills. Students communicate their personal voices in writing, expressing ideas through journals, notes, and e-mail. They understand and articulate how authors use a variety of techniques and craft in their writing, and they show evidence of the author’s craft in their own writing. Additionally, students are aware of the connections between reading and writing, and they use those skills to learn and understand more about their world and different cultures. Students continue to increase vocabulary knowledge through reading, word study, discussion, and content area study.

In their verbal interactions, students communicate effectively with different audiences.

Fifth graders engage in student-to-student and student-to-teacher interactions about a variety of texts and concepts. They use appropriate conversational skills, and they speak in turns rather than all at once during group interaction. Students are able to understand a problem or conflict as stated in oral, visual, or written texts, and they can determine an appropriate solution. In this process, students utilize previous knowledge and experience, draw conclusions and/or make valid generalizations, and apply logic to develop possible solutions. Fifth grade students support solutions with a variety of evidence and reasons.

Instructional Philosophy:

Students will be provided a safe learning environment, which addresses various learning styles. They will be allowed a wide range of opportunities to show their learning independently, with a partner, or in a small group. Students will be encouraged to become critical and creative thinkers. Fifth graders will also gain experience with a variety of forms of technology, including the Promethean Board, classroom computers, and other resources.

Conduct

The students are expected to follow the CTW’s behavior plan as well as the standards that are outlined in the Richmond County code of Conduct handbook. The policies will be strictly enforced. Students are expected to bring their textbook and/or current novel, composition book, pencils, and paper to every class.

Units of Study:

1st Nine Weeks

-Novel Study: Bud , Not Buddy

-Reading: literary texts, poetry, plays, and poetry

-Writing: Narrative Writing

2nd Nine Weeks

-Novel Study: Who Was Rosa Parks?

-Interactive novel: Ellis Island

-Reading: informational texts

-Writing: Informational Writing

3rd Nine Weeks

-Novel Study: Tuskegee Airmen: We the People

-Reading: literary texts

-Writing: Opinion writing

4th Nine Weeks

-Novel Study: Hatchet

-Reading: informational/explanatory texts

-Writing: Narrative and Informational Writing

The students will be assessed in the following categories:

Reading-40%

Writing-20%

Grammar-20%

Spelling/Vocabulary–10%

Homework-10%

Resources

Augusta Chronicle E-edition
URL:
Online edition of the Augusta Chronicle with links for other learning activities and websites
/ biology for kids
URL:
/ microbe magic
URL:
/ microbe zoo
URL:
/ online stories/poetry
URL:
/ other language based words/spelling
URL:
/ Reading Street
URL:
/ reading text book
URL:
/ science fun
URL:
/ Science fun
URL:
Great site to help with science projects!
/ spelling
URL:

Schedule

A Day

ELA, Math, Social Studies

B Day

ELA, Math, Science

Enrichment Schedule

All year / 1st 9 weeks / 2nd 9 weeks / 3rd 9 weeks / 4th 9 weeks
PE
8:05 - 8:25 / Read Aloud/DOL
8:25 - 8:58 / ELT
8:58 - 9:51 / Enrichment
9:51 - 11:25 / Block 1
11:25 - 11:55 / Lunch
11:55 - 12:10 / Recess
12:10 - 1:40 / Block 2
1:40 - 3:10 / Block 3

Planning Time (8:58 – 9:51)

Mon., Wed., Thurs., Fri.,