PLANNING FOR LEARNING…A ROADMAP TO EXCELLENCE

Subject: 5th Grade Theme: Exploration2012-2013

Science & Social Studies: Unit 14: Energy Unit 15: Slavery

Unit 16: Reasons for Revolution

Time frame for Completion: 1 marking period

UMASD Curriculum Guide

Grade 5 Science & Social Studies MP#4

2012-2013

Units 14 – 16 for Social Studies and Science

Integration Theme

“From the time of our birth, it is our instinct to explore. To map the lands, we must explore. To chart the seas, we must explore. Three decades have passed since a human being set foot on another world. It is time for America to take the next steps to explore the earth, moon, mars, and beyond.”

Neil Armstrong, NASA Astronaut

Subject: 5th Grade Theme: Exploration2012-2013

Science & Social Studies: Unit 14: Energy Unit 15: Slavery

Unit 16: Reasons for Revolution

Time frame for Completion: 1 marking period page 1

Across all Science units, students will be able to implement nature of science skills such as

  • S5.A.1.1.1: Explain how certain questions can be answered through scientific inquiry and/or technological design (e.g., investigate to find out if all clay or foil boats designs react the same when filled with paperclips).
  • S5.A.1.1.2: Explain how observations and/or experimental results are used to support inferences and claims about an investigation or relationship (e.g., make a claim based on information on a graph).
  • S5.A.1.1.3: Describe how explanations, predictions, and models are developed using evidence.
  • S5.A.2.1.1: Design a simple, controlled experiment (fair test) identifying the independent and dependent variables, how the dependent variable will be measured and which variables will be held constant (e.g., relate the effect of variables [mass, release height, length of string] to number of swings of a pendulum, investigate the relationships between variables in paper airplane designs).
  • S5.A.2.1.2: Describe relationships between variables through interpretation of data and observations (i.e., make predictions for the outcome of a controlled experiment using data tables and graphs).
  • S5.A.2.2.1: Describe the appropriate use of instruments and scales to accurately measure time, mass, distance, volume, and temperature safely under a variety of conditions (e.g., use a thermometer to observe and compare the interaction of food coloring in water at different temperatures).
  • S5.A.2.2.2: Explain how technology extends and enhances human abilities for specific purposes (e.g., use hand lens to examine crystals in evaporation dishes; use graduated cylinders to measure the amount of water used in a controlled plant experiment).

Across all content areas, students should:

  • Listen, watch, and read various fiction and non-fiction materials related to the integration theme.
  • Analyze text in small and large group discussions
  • Use graphic organizers to compare/contrast, sequence and demonstrate cause and effect withinthe integration theme.
  • Talk to the Text
  • Use QAR with all text
  • Participate regularly in Reciprocal Teaching

Subject: 5th Grade Theme: Exploration2012-2013

Science & Social Studies: Unit 14: Energy Unit 15: Slavery

Unit 16: Reasons for Revolution

Time frame for Completion: 1 marking period page 1

Learning Competencies - What the students will know and be able to do upon completion of the unit / Supportive Learning Activities / Assessments / Resources
  1. 3.2.5.B1: Explain how mass of an object resists change to motion
  2. 3.2.5.B2: Examine how energy can be transferred form one form to another
  3. 3.2.5.B2: Compare how kinetic energy differs from potential energy.
  4. 3.2.5.B3: Demonstrate how heat energy is usually a byproduct of energy transformation
  5. 3.2.5.B4: Demonstrate how electrical circuits provide means of transferring electrical energy when heat, light, sound, and chemical changes are produced
  6. 3.2.5.B4: Demonstrate how electromagnets can be made and used.
  7. 3.2.5.B5: Compare characteristics of sound as it is transmitted through different materials
  8. 3.2.5.B5: Relate the rate of vibration to the pitch of the sound
  1. Recognize that moving electric charges produce magnetic forces and moving magnets produce electric forces (electromagnetism).
  2. Identify the variables within an electric current (i.e., voltage, current, and resistance).Determine how electricity produces magnetism
  3. State that electricity can be changed to other forms of energy
  4. Determine what makes sounds vary and how sounds travel
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  • Unit Lab in TM E & F – pg. 433A-B, LM – 141-143
  • Going up – LM155,
  • Build an Electromagnet – LM165-167
  • Making Sound – LM176
  • InstaLab Solar Chips pg 481, Energy Release pg 475, Playing the Glasses pg 549
  • Learning Centers or Teacher made outlines
  • Brain Pop –Potential Energy(activities), Kinetic Energy, Forms of Energy, Sound-Good Vibrations (activity), Electromagnetism
  • Reading Support and HW – pg. RS 97-102, 106-107,113-114
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  • Teacher/student designed, interdisciplinary tasks to assess essential understandings using geography tools
  • Teacher created, curriculum based assessments of skills, comprehension, and knowledge
/
  • Harcourt 5th Grade Science Textbook Ch. 15 Lesson 1 & 2, Ch. 16 Lesson 1, Ch. 17 lesson 1
  • Brain Pop
  • Library resources
  • ESL staff
  • Bilingual dictionaries
  • ELL: Fifty Strategies for Teaching; English Language Learners, 2nd edition; Adrienne Herrell, Michael Jordan; (Merrill/Prentice Hall, 2003)

Subject: 5th Grade Theme: Exploration2012-2013

Science & Social Studies: Unit 14: Energy Unit 15: Slavery

Unit 16: Reasons for Revolution

Time frame for Completion: 1 marking period page 1

Learning Competencies - What the students will know and be able to do upon completion of the unit / Supportive Learning Activities / Assessments / Resources
  • 8.3.5.D: Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States for responding to individual and community needs (ethnicity, race, working conditions, immigration, military conflicts, economic stability)
  • Integrate information from several texts, print and digital sources to analyze the settler’s concept of freedom.
  • Analyze the concept of “freedom” from multiple points of view
  • Explain how the concept of freedom changes over time and circumstance
  • Explain the costs of the pursuit of freedom
  • Quote accurately from text when explaining what the text says explicitly and when drawing inferences from the text.
  • Analyze multiple accounts of the relationship between these groups, noting important similarities and differences in the point of view they represent.
  • Determine the meaning of general academic and domain-specific words and phrases relevant to the unit of study.
  • Explain the impact of the colonization of the U.S. on the economy and political structure of European nation
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  • Use of graphic representations for maps, globes, compass, landforms and other pertinent topics.
  • Regular student reading and interpretation of secondary source, non-fiction text
  • Instruction and application of specific reading strategies to include Talk-to-the-Text, QAR, and Think-Alouds
  • Use of teacher and student-created graphic organizers to organize information for discussion or writing.
  • Inquiry-based activities to include short research activities and presentation (oral or written) of findings
  • Reciprocal teaching activities to include (but not limited to: pair/share, final word, interview, etc.)
  • Vocabulary instruction such as L.I.N.C. strategies
  • Small and whole group discussion using a variety of protocols and higher-level questioning prompts.
  • Routine writing over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
Differentiation Options
  • Tiered assignments
  • Think Dots and Cubes
  • Menus
  • R.A.F.T. model
  • Flexible grouping
/
  • Teacher/student designed, interdisciplinary tasks to assess essential understandings (see web sites under “Resources”)
  • Teacher created, curriculum based assessments of skills, comprehension, and knowledge
/
  • Social Studies Alive!: America’s Past: TCI, Chapters 6-7
  • U.S. History; Houghton Mifflin (optional supplement)
  • Map cards from series
  • Brain Pop
  • Library resources
  • /lis/models/colonialsociety/index.HTM
  • ESL staff
  • Bilingual dictionaries
  • ELL: Fifty Strategies for Teaching; English Language Learners, 2nd edition; Adrienne Herrell, Michael Jordan; (Merrill/Prentice Hall, 2003)

Learning Competencies - What the students will know and be able to do upon completion of the unit / Supportive Learning Activities / Assessments / Resources
  • 8.2.5.D: Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of Pennsylvania for responding to individual and community needs (ethnicity, race, working conditions, immigration, military conflicts, economic stability)
  • 8.3.5.D: Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of United States (ethnicity, race, working conditions, immigration, military conflicts, economic stability) 6.1.5.D: Demonstrate how the availability of resources affects choices
  • Make connections between a class experience and the historical events in the colonies after the French and Indian War.
  • Identify illustrated metaphors representing key events that created tensions between the colonists and Great Britain, from 1754 to 1774
  • Analyze the character traits of King George III and predict how a different kind of king might have changed the history of the British colonies
  • Analyze a metaphor of a parent-child relationship to understand the interactions between the colonies and Great Britain
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  • Interaction with text using strategies, Talking to the Text, QAR, and Graphic organizers (including timelines)
  • Reciprocal activities including think-pair-share, final word, etc.
  • Written and oral response to text
  • Small and large group discussion
  • Direct instruction of some content
Differentiation Options
  • Tiered assignments
  • Think Dots and Cubes
  • Menus
  • R.A.F.T. model
  • Flexible grouping
[All activities are structured to work within each student’s “zone of proximal development*” in English Language Acquisition] / Formative:
  • Teacher/publisher created assessments
  • Use of writing rubrics
Summative:
  • Synthesis and presentation of content through various media
  • Teacher/student designed, interdisciplinary tasks to assess essential understandings using language arts and social studies skills. (These tasks should reflect the learning competencies described in this document.)
/
  • Social Studies Alive! (America’s Past) text; TCI
  • Publisher Materials
  • Library Resources: reference books, non-fiction books, videos (Peoples of Northwest, Southwest, Plains, East videos in library)
  • Websites: (BrainPop, Discovery Education, United Streaming, Marshall Cavendish, World Book)
  • Movie clips from ”Avatar”
  • ESL staff
  • Bilingual dictionaries
Supplemental Activities:
ELL: Fifty Strategies for Teaching; English Language Learners, 2nd edition; Adrienne Herrell, Michael Jordan; (Merrill/Prentice Hall, 2003)